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The world wants men — true men 
Who cannot he bought or sold; 
Men who will scorn to violate truth — 
Genuine gold. 

There is nothing in life so admirable as true man- 
hood; there is nothing so sacred as true womanhood. 
Manhood! Oh, what that means — to be a man, to 
be worthy of the tribute that Antony gave to 
Brutus, when he said: 

This was the noblest Roman of them, all: . . . 
His life was gentle; and the elements 
So mixt in him that Nature might stand up 
And say to all the world, 'This was a manP^ 

"Man," says Shakespeare, "is the beauty of the 
world, the paragon of animals." We delight in asso- 
ciating with true men; it is good to be in their 
presence. An honest man is the noblest work of God. 
"He is the living light-fountain," says Carlyle, "which 
it is good and pleasant to be near." I often think it 
is easy to be honest; and to be honest means that we 
are in harmony with divine law, that we are in 
keeping with the noblest work of God. 

The dishonest man brings only misery into the 
world. Look what Judas brought upon himself by 
not being true! He associated with his Lord and 
heard the divine truths from his Master's lips. It 
may be that once he felt in his heart the truth, but 
he let outside influences come upon him. He let his 
appetite for greed lead him into dishonesty. 

Following that prompting, he opposed the work 
of the Master, found fault with conditions around 
him. Six days before the passover, Mary, out of the 
great love in her heart, anointed Jesus with costly 
oils. Who was it that found fault? Not the honest 
man in whose heart was the truth; but Judas. And 
even in his faultfinding, you detect the lie: "Why was 

(For Course 27, lesson of November 3, "Free Agency and 
Choice"; and for general reading.) 

^Shakespeare, William, Julius Caesar, Act V, Scene V. 

hy President David 0. McKay 

not this ointment sold for three hundred pence, and 
given to the poor?" {John 12:5.) 

What a dissembler! What a hypocrite! He did not 
want the money for the poor, "but," says one of his 
companions, "because he was a thief, and had the 
bag. . . ." {John 12:6.) He sat at meat with his Lord, 
near his Master's side, there in the presence of the 
Divine Man, pretending to be one with Him — ^not 
only in friendship, but in discipleship; not only that, 
but a disciple in whom had been placed trust. There 
at the table eating bread by the side of the Master, 
he was still untrue and had already bargained to 
betray his Lord into the hands of His enemies. Later 
he passed out from Christ's presence into outer dark- 

God pity the man who so leaves the Light! Pity 
Judas that night, when he left the radiance of that 
room, the company, the discipleship and divine 
presence of the Lord, and passed into the darkness 
to give expression not to his better self, but to the 
dishonesty within him, responding to the appeals of 
a morbid appetite of a dishonest soul. 

Compare his life with that of James, the brother 
of the Lord, or even James, the brother of John. We 
do not know much about them, but they were both 
true men. James, who wrote the Epistle, was true 
under all conditions. He was a Jew, born with the 
prejudices of the Jews against the Gentiles. Yet, 
when the Light came to his soul that Christ's truths 
were for all the world, his old traditions were swept 
aside; and he stood there in the face of his country- 
men and declared the truth, which God had revealed 
to him, that the Gospel was for all. 

Follow that man from there on in his just acts, 
the few we know, and see how he commanded the 
respect even of his enemies. Why? Because he was 
true to his Lord; he was true to that which he knew 
to be right. When he had occasion, a few years 
before his death, to rebuke dishonesty, to call the 
attention of the people to evils that existed, and 
admonish them to be true to the Gospel of Christ, 
he speaks such words as these: 



But let him ask in faith, nothing wavering. For 
he that wavereth is like a wave of the sea driven 
with the wind and tossed. 

For let not that man think that he shall receive 
anything of the Lord. 

A double minded man is unstable in all his ways. 

If any man among you seem to be religious, and 
bridleth not his tongue, but deceiveth his own heart, 
this man's religion is vain. {James 1:6-8, 26.) 

Then again: 

Out of the same mouth proceedeth blessing and 
cursing. My brethren, these things ought not so to be. 

Doth a fountain send forth at the same place 
sweet water and bitter? 

Can the fig tree, my brethren, bear olive berries? 
either a vine, figs? so can no fountain both yield 
salt water and fresh. 

Who is a wise man and endued with knowledge 
among you? let him shew out of a good conversa- 
tion his works with meekness of wisdom. 

But if ye have bitter envying and strife in your 
hearts, glory not, and lie not against the truth. 

(James 3:10-U.) 

The man who is true to his manhood will not 
lie against the truth. We are told that we can 
crucify the Lord afresh. If that be true, we can 
betray the Lord afresh. There is that within every 
man which is divine, a divinity within every man's 
soul. It cannot die. God renews it, inspired it, 
works to keep it alive. The man who will be true 
to the divine within is true to his Lord, and is true 
to his fellowmen. The man who betrays that, the 
man who is untrue to that which he knows to be 
right, is wavering, is weakening. God pity him; he 
may go so far that he will step out of the Light, out 
of that divine presence, and woe be unto him when 
he does; God help him! 

"Probably the most audacious experiment in cre- 
ation was man's endowment with freedom of choice. 
No other creature on earth has such freedom. Every- 
thing else in the universe, animate or inanimate, 
follows a pattern to which it is bound and from 
which it cannot escape. Only man is free to control 
himself or run uncontrolled, to pray or to curse, to 
become a saint or to be a sinner. As we regard our- 
selves in this light, the conviction dawns that God 
in us is aiming at the production of superior beings, 
creatures of such high order that we may be both 
worthy and capable of cooperation with God in the 
unfinished work of creation. Tor creation waits with 
eager longing for the revealing of the sons of God; 
for creation was subjected to futility' yet 'will be 
set free from its bondage to decay. . . .' (Romans 

-Taken from the article, "Freedom's Foundation," by Carlton 

We have declared to the world that we have the 
Gospel of Christ; that we stand against dishonesty 
and all manner of vice and crime. Shall we take the 
charge, or shall we waver and be driven by the wind 
and tossed? Shall we forsake the cause of justice, 
truth, and honesty, in order to please men, or because 
we desire to give "eye service" or "lip service" rather 
than "heart service" because of some political power 
that is brought to bear upon us? No! We will stand 
true to ourselves, true to the divine within us, true 
to that truth which we have received. Let us be 
true today; let us act. Let us, as James of old, be 
true to the death. As he stood there on the pinnacle 
of the temple, and the men, looking upon him then 
as a just man, said: "Where is the gate of Christ?" 
he bore his testimony of the Lord Jesus. Even then, 
historians tell us, they said: "We can't believe him, 
even though he is just; ..." and they hurled him 
down and beat him to death. James's death is in- 
spiring; Judas' death is death — death in its gloom- 
iest form! 

All men who have moved the world have been 
men who would stand true to their conscience — ^not 
only James, not only Paul, Peter, and all those an- 
cient apostles, but all other great men in history. I 
admire Luther. I cannot help but feel better when 
I read his words to the assembly at the Diet of 
Worms — all the Catholic church opposing him, and 
all the powers of the land staring him in the face, 
yet he said: "Confute me by proof of Scripture or 
by sound argument. I cannot recant otherwise. It is 
not safe for a man to do aught against his conscience. 
Here stand I; I cannot do otherwise; God assist me." 

It was Joseph Smith who, after having a testi- 
mony of the Lord Jesus in his bosom, declared to the 
men who said, "It is from the devil" — ministers who 
had had influence with him before, whom he respect- 
ed as at least attempting to teach the word of God — 
"... For I had seen a vision; I knew it, and I knew 
that God knew it. . . ." (Joseph Smith 2:25.) He 
was true to his testimony to the last. When he was 
going to his death, he declared to all the world: 
"... I have a conscience void of offense toward God, 
and towards all men. ..." (Doctrine and Covenants 
135:4.) Why? Because he had been true to the 
Light that had come to him. He was a man possess- 
ing divine manhood, for true manhood is divine. 

It is for us to say whether we shall be Judases 
or the Jameses; whether we shall be true to the 
divine within us. 

God bless us all, that we may, above all, be 
true to the divine within us; be men, true men; be 
noble women, true to motherhood, true to wife- 
hood, true to God. 

Library File Reference: Character. 



Beauty inside a Box 

A tall wooden crate remains un- 
opened in the newly built Informa- 
tion Center on Temple Square in 
Salt Lake City, Utah. Take the 
escalator to the top, look to the 
west, and you will see it. It is 
more than 12 feet long, and no 
super amount of human energy 
you may exert will budge it. 

When remodeling and construc- 
tion work is completed on Temple 
Square, however, you will be able 
to see what it is. You are sure to 
be impressed with its beauty, 
moved by its expression of humil- 
ity and kindness. It is a magnifi- 
cent replica in white marble of our 

(For Course 7, lesson of August 25, "Build- 
ings on Temple Square"; for Course 9, lesson 
of November 24, "A Leader Learns about 
Christ's Teaching"; and for Course 11, lesson 
of September 1, "A Visit to Temple Square" 
and lessons of December on Mormonism, its 
expansion and eflfects.) 

Saviour, reproduced in perfect de- 
tail from Bertel Thorvaldsen's 
world-famous work of art, "The 

If you are ever fortunate enough 
to visit that colorful city called the 
"Paris of the North" — Copenhagen 
in Denmark — you will behold the 
original in all its magnificence at 
the Church of Our Lady cathedral. 
Indeed, you will see 12 other 
inspiring works of art. These com- 
prise the total creation known to 
the world as "Christ and the 
Twelve Apostles." 

Thorvaldsen, or Thorwaldsen, is 
Denmark's most celebrated sculp- 
tor; and these figures are but a 
small part of his masterpieces. 

Thorvaldsen also sculptured a 
famous landmark in Switzerland 

known as the "Lion of Lucerne." 
It is hewn directly into natural 
rock. This great Danish sculptor 
tried, in his lifetime, to capture the 
spirit of Greek and Roman anti- 
quity, and to transpose the maj- 
esty of the classical into a more 
lyrical expression. He spent most 
of his adult life doing this — from 
1798 to 1838— and eventually won 
the praises of Antonio Canova of 
Italy, reputed to be the greatest 
sculptor of the world in those days. 
In addition to Biblical and his- 
torical figures, Thorvaldsen was at- 
tracted to classical and mythologi- 
cal subjects. The present Thor- 
valdsen Museum in Copenhagen 
preserves such famous works of his 
as "Jason" and "Three Graces." 

The Thorvaldsen replica of "The 
Christus" will eventually be dis- 
played in the rotunda of the new 
Information Center, which is cur- 
rently being utilized as an annex to 
the Temple. A special flooring has 
been constructed to hold the nine- 
ton weight of this great, 12 -foot- 
high statue. Originally, plans were 
to display the statue on the Tem- 
ple grounds; but the Carrara 
marble from which it is hewn needs 
protection from the elements. 

This replica was made by Aldo 
Rebechi in Florence, Italy, who is 
considered an expert carver and 
reproducer of Thorvaldsen works 
of art. Currently, Rebechi is com- 
pleting another replica which will 
be displayed at the Mormon Pa- 
vihon at the 1964-65 New York 
World's Fair. 

RepHcas of "The Christus" are 
also found at the Forest Lawn 
Mausoleum in Glendale, Califor- 
nia, and at the entrance of Johns 
Hopkins Hospital at Baltimore, 
Md. At the latter, this heroic stat- 
ue is oftentimes referred to as the 
"Great Healer." 

At the base are inscribed the 
words: "COME UNTO ME . . . 
all ye that are weary and heavy 
laden and I will give you rest." 

— Lowell R. Jackson. 

Library File Reference: Temple Square. 




A Defender of tlie Fa^itlx 

by Leland H. Monson 

Mormon was born into an environment which 
could have made him an unbeHever, a skeptic, a man 
of the world. It was a period of superstition, idol- 
atry, and self-indulgence. The Nephites and Lam- 
anites sought spirits and demons, rather than Jesus 
Christ, the God of their land, as a means of con- 
trolling supernatural power, (See Mormon 1:19.) 

Idolatry was practiced, especially by the Laman- 
ites. Frequently when they conquered the Nephite 
territory, they offered their captives, women and 
children, as sacrifices to their idol gods. (Mormon 
4:21.) The acrid odor of smouldering wood and the 
sickening smell of burning flesh were winnowed 
through the land. 

The Nephites degenerated to a point where the 
restraints of civilization no longer inhibited their base 
desires. Capturing the wives and daughters of the 
Lamanites, they deprived them of their virtue, tor- 
tured them until they were dead, and then feasted 
on their flesh. (Moroni 9:9, 10.) A similar state of 
savagery existed among the Lamanites, who fed their 
captive women the flesh of their husbands, and their 
captive children the flesh of their fathers. (Moroni 

It was into this world of mysticism, human sacri- 
fices, and unrestraint that Mormon was born about 
A.D. 311 (Mormon 1:2.) It was certainly not an en- 
vironment to encourage the elevation of the human 
spirit and the expansion of the human mind. 

Mormon, however, was born into a religious home. 
He was named after his father and after the place 
where Alma baptized his first converts. The selec- 
tion of that name indicates sincere religious con- 
victions on the part of his parents. As a small boy, 
Mormon undoubtedly knelt beside his mother and 
communicated with God. His life is evidence of that. 

Fortunately for Mormon, an influential man, 
Ammaron, came into his life when he was ten years 
old. He told Mormon about many plates which he 
had been instructed by the Spirit of the Lord to 
bury in the Hill Shim, and charged Mormon with 
the responsibility of engraving the history of the 
people on the records. (Mormon 1:2-4.) 

With a life purpose in mind at the age of ten, and 

(For Course 15, lesson of December 1, "Mormon"; and for 
Course 9, lesson of December 8, "A Leader Is Righteous.") 

with a firm resolution to succeed. Mormon laid the 
foundation stones upon which he later built his su- 
perstructure of leadership. Moral idealism and sheer 
willpower pitted Mormon against that which was 
vile and mean. Because of his strength of character, 
the moral obliquities of the people gave him his 
chance at leadership. He was large of stature and 
must have had a commanding nature, for he was 
made commander-in-chief of all Nephite armies at 
the age of sixteen. 

Yes, Mormon was a great man, a leader, a de- 
scendant of Nephi. His leadership was manifested 
in three ways: as an historian, as a prophet, and as 
a warrior. This article will be restricted to a con- 
sideration of Mormon as an historian and as a 

Mormon as Record Keeper 

Mormon accepted the responsibility Ammaron 
gave him and looked forward to the time when he 
could have custody of the records. Perhaps at his 
solicitation. Mormon's father took him the following 
year to the land of Zarahemla, (Mormon 1:6.) a 
densely populated area. While there, he must have 
persuaded his father to take him to the Hill Shim, 
where the sacred records were deposited. 

It was in A.D. 345, when Mormon was 34 years 
of age and was serving as commander-in-chief of all 
the Nephite forces, that he went a second time to the 
Hill Shim and took therefrom the large plates of 
Nephi. Upon them he engraved the history of his 
contemporaries. (Mormon 2:17-18.) For the next 40 
years he had custody of the plates and continued 
to engrave on them the history of his people. 

Using the large plates of Nephi as source ma- 
terials — and there were many volumes of them — 
Mormon completed the history of the Nephites and 
Lamanites from the time they left Jerusalem in 600 
B.C. until A.D. 385, a period of almost a thousand 

In addition to writing his abridgment of Nephite 
history and attaching the small plates of Nephi to 
his record. Mormon wrote seven chapters of the Book 
of Mormon and the Words of Mormon. The Book of 
Moroni also contains two letters which Mormon 
wrote to Moroni, and a synopsis of an address he had 
delivered on "Faith, Hope, and Charity." (Aforom 7.) 

He gave to us an interesting religious and secular 
history of a great civilization which flourished upon 
this continent for a thousand years. Almost two 
million Hving members of The Church of Jesus Christ 
of Latter-day Saints owe a debt of gratitude to this 
prophet of former days. 

Mormon as a Prophet 

Mormon was more than a record keeper. He had 



an abiding faith in Jesus Christ, for he had beheld 
the resurrected Redeemer of the world. (Mormon 
1:15.) He knew firsthand of Christ's goodness and 
mercy. Moreover, Mormon had been ministered to 
by the three Nephites. (Mormon 8:11.) Communi- 
cation with these Nephites and with Jesus Christ 
gave him a personal testimony of great strength and 

His educative background was strong, since he 
was well-read in the traditions of the Nephites and 
Lamanites; and he had traveled extensively among 
the people. A comprehensive knowledge of the 
Gospel, a firm testimony of its divinity, and a strong 
educative background helped him to penetrate the 
hardened hearts of those degraded people. But he 
could not stay their fall. Their sorrowing for sin 
was not sincere. The Gospel, to them, was as sound- 
ing brass and a tinkling cymbal. 

Despite this, Mormon continued to give them his 
constructive philosophy of life. He taught his people 
that they should repent, be baptized, and build up 
the Church. (Mormon 3:2.) ". . . The Spirit of the 
Lord," he wrote, "did not abide in us; therefore we 
had become weak like unto our brethren." (Mormon 
2:26.) He taught that the destruction which came 
to the Nephites was a just retribution for their 
wickedness. He was a behever in divine justice. 

Above and beyond the philosophy that a just 
God is directing the affairs of this world, Mormon 
taught that the supreme purpose of earth life was 
to conquer the enemy of all righteousness. To do 
this required strict adherence to a high moral code. 

Violation of the law of chastity was a heinous sin to 
the eyes of Mormon. He considered chastity as 
most precious above all things. 

He taught the three cardinal principles of Chris- 
tianity to his people — faith, hope, and charity. By 
faith, he told them that they could ". . . lay hold on 
every good thing." (Moroni 7:21.) Hope, he con- 
sidered a prerequisite to faith. He emphasized char- 
ity, which he defined as ". . . the pure love of Christ. 
. . ." (Moroni 7:47.) " . . . If a man be meek and 
•lowly in heart," he wrote, "and confesses by the 
power of the Holy Ghost that Jesus is the Christ, he 
must needs have charity; for if he have not charity 
he is nothing; . . ." (Moroni 7:44.) He admonished 
the people to cleave unto charity because it was the 
greatest gift of God to man. 

He believed in and taught the doctrine of a per- 
sonal resurrection. He rejected the doctrine of 
infant baptism, declaring that ". . . it [was] solemn 
mockery before God ..." and that ". . , all little 
children are alive in Christ. . . ." (Moroni 8:9, 22.) 
He admonished the Lamanites, the Jews, and the 
Gentiles of our day to repent and acknowledge Jesus 
Christ as the Redeemer of the world. 

He was a great teacher of righteousness. One 
must classify him as a moral and doctrinal preacher. 
He gave to his people a stimulating and powerful 
philosophy of Hfe. Because of his sincerity, his 
knowledge, his diligence, and his application to the 
cause of Christ, he will long be remembered as one 
of the great Nephite defenders of the faith. 

Library File Reference: Mormon. 


Editor : 
President David O. McKay 

Associate Editors: 

General Superintendent George R. Hill 

Lorin F. Wheelwright 

Business Manager: 
Richard E. Folland 

Managing Editor: 
Boyd O. Hatch 

Production Editor: 
Burl Shephard 

Manuscript Editor; 
Paul R. Hoopes 

Research Editor: 
H. George Bickerstaff 

Art Director: 
Sherman T. Martin 

Circulation Manager: 
Joan Barber 

Instructor Secretary: 
Donna MacPherson 

Consultant : 
A. William Lund 

Instructor Committee: 

Chairman Lorin F. Wheelwright, Richard E. 
Folland, Marie F. Felt, A. William Lund, Ken- 
neth S. Bennion, H. Aldous Dixon, Leland H. 
Monson, Alexander Schreiner, Vernon J. Lee- 
Master, Claribel W. Aldous, Henry Eyring, 
Clarence Tyndall, Wallace G. Bennett, Camille 
W. Halliday, Margaret Hopkinson, Edith M. 
Nash, Alva H. Parry, Bernard S. Walker, Paul 
B. Tanner, Arthur D. Browne, Howard S. 
Bennion, Herald L. Carlston, O. Preston Rob- 
inson, Bertrand F. Harrison, C. Robert Ruff, 
Anthony 1. Bentley, Marshall T. Burton, Cal- 
vin C. Cook, A. Hamer Reiser, Clarence L. 
Madsen, J. Elliot Cameron. 

Published by the Deseret Sunday School Union. 
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The Cliaiis:in 

The evening was well spent as I left the chapel 
and walked toward the street corner, still contem- 
plating the Gospel discussion which had just been 
completed. Deep in thought as I neared a street 
Hght, I was startled as my shadow caught up with 
me and then moved in front as I passed the light. 
This seemed to illustrate the evening's discussion, 
which had dealt with the reputation that an indi- 
vidual builds for himself and by which he becomes 
known for good or ill. 

As I watched my shadow extend in front of me 
and eventually become a dark blot as I walked far- 
ther from the light, I pondered on the thought that 
reputation is sometimes very much like the shadow. 
Sometimes it is behind us, and we are much better 
than our reputation would indicate that we should 
be. Sometimes it catches up with us, and our repu- 
tation is the same as we are. At other times, our 
reputation has extended far ahead of us, and we tend 
to lag behind what others expect us to be. Not all 
people see us in the same light. 

I had thought of many persons whose lives had 
been changed by the Gospel of Jesus Christ, persons 
whose actions had left an indelible imprint on the 
lives of their associates; and I recalled that their last 
actions were those which were best remembered. 
These people became known for "what they are, not 
what they have been." 

Alma, the Younger, was one of these. He was 
an unbeliever ifi his earlier life, ''And he became a 
great hinderment to the prosperity of the church of 
God; steahng away the hearts of the people. . . ." 

An angel had appeared to Alma and had admon- 
ished him; and Alma had fallen as if he were dead 
and was carried to the home of his father. (See Mo- 
siah 27:11-19.) Because of the righteousness of his 
father, it was recognized that Alma's condition was 

(For Course 9, lesson of December 8, "A Leader Is Righteous"; 
for Course 13, lesson of November 17, "Prayer and Testimony"; and 
for lessons on repentance and overcoming temptations.) 



Shadow of our Character 

brought on by the Lord. Alma's father and the priests 
fasted and prayed that the young son would recover. 
Alma did recover and was eventually made custodian 
of the records. He became the chief judge and a high 
priest over the Church. He was the author of The 
Book of Alma, which contains numerous important 
truths that have been preserved for us in the last 
days. He communed with the Lord and left with us 
a testimony of the Gospel which is a strength to 
all those who take the time to read his words. Alma 
is known for "what he had become, not what he 
had been." 

In The Book of Omni in The Book of Mormon, 
the name of Omni is mentioned. Omni is hardly 
known to scholars of the Gospel, and yet in two short 
paragraphs (Omni 1, 2) he indicates that because of 
the request of his father he preserved a record of 
genealogy which could be handed down. By his own 
admission in this short writing, he had been wicked. 
We, however, do not know Omni because of his 
wickedness, but rather because he preserved the 
record and genealogy that could be passed on to us. 

Saul of Tarsus, later known as the apostle Paul, 
is another individual who made his reputation based 
upon Gospel teachings. We first meet Saul at the 
stoning of Stephen. (See Acts 7: 58.) There is reason 
to believe that he was a member of the Sanhedrin.^ 

He was so highly respected by his fellowmen 
that the scripture (Acts 8:1) indicates that he con- 
sented to Stephen's death. Yet, as we follow Paul 
through his early life and miraculous conversion to 
the Gospel of Jesus Christ, his life is changed; and 
we remember him for the many Gospel truths he 
has given to us in the New Testament. We remember 
him for the journeys which he made to strengthen 
the Church in all of the known world of that day. 
We remember him because he spent his Hfe in the 
service of the Gospel after his conversion. We re- 

member him because of the many Gospel truths 
he preserved and interpreted for us in the letters 
which he wrote to the Saints in various parts of the 
known world of his day. 

Then my thoughts turned to Judas Iscariot, an 
individual aboiit whom we know nothing before his 
name appears as one of the apostles. Certainly, how- 
ever, his selection as an apostle implied that he had 
previously declared himself as a disciple of the Lord. 
We know that while the Saviour was upon the earth 
that he received many contributions of various kinds, 
and that these were redistributed among the poor 
and needy of his day. We know that Judas per- 
formed many services for his colleagues, that he had 
a talent for managing business affairs, that he was 
the steward and almoner who received the contribu- 
tions and redistributed them for the Saviour and the 
apostles. Yet, we do not remember Judas for the 
many things he did which were important in the 
order of the Gospel; but, rather, we remember him 
as the person who used a sacred kiss to betray his 
Master. We remember him as the person who, be- 
cause he betrayed his Master, was shunned by those 
who had paid him 30 pieces of silver for the betrayal. 
We remember him because, recognizing what he had 
done, he committed suicide. 

Perhaps one whom we have influenced has been 
in our presence for only a few minutes, and he will 
continually judge us by our actions of those few min- 
utes. In other cases, people will know us for a life- 
time and will remember us for the impression, 
whether positive or negative, that we have made on 
their lives. To this end, we have a responsibility of 
keeping our lives in tune with the Gospel of Jesus 
Christ, that the shadows of our lives may have an 
uplifting effect upon all who chance to make contact 
with us or our shadows. 

Elliot Cameron. 

^Robertson, A. T., Epics in the Life of Paul, page 33. 

Library File Reference: Character. 



by J. N. Symons* 

4611/1' AN is a social animal, formed to please and 
IfX enjoy in society," said Montesquieu. Cow- 
per adds, "Man, in society, is like a flower blown in 
its native bud. It is there only that his faculties, ex- 
panded in full bloom, shine out; there only reach 
their proper use." Latter-day Saint teachings are 
also replete with doctrines and scriptures indicating 
that man does not and should not live unto himself; 
that he needs and searches for community, for asso- 
ciation.^ Mosiah 2:17 reminds us that when we are 
in the service of our fellow beings, we are only in 
the service of our God. 

Is there then an instinct (inborn urge) for social- 
ization? Such a belief was once held, but social 
scientists today have largely abandoned the instinct 
doctrine. Most do agree, however, that man is gre- 
garious (appreciates being in, and seeks to be in the 
company of others) but that it is a socially con- 
ditioned trait and not inborn. They also inform us 
that human beings rarely live alone; they are linked 
together in many varied types of groups and may 
enjoy and profit from the groups. Also, people often 
become emotionally disturbed or otherwise deviant 
if rejected, snubbed, banished, isolated, attached to 
questionable groups, etc. 

Just being near people, however, does not sat- 
isfy this desire for association. Riesman, Glazer, and 
Denney have written a book entitled, "The Lonely 
Crowd/' Among other things it states that one can 
feel a loneliness in the midst of thousands. How 
many of us have been in a city of three million per- 
sons and yet not been able to locate a familiar or 
friendly face? How much have we yearned for some- 
one to converse with, to associate closely with, who 
has friends, interests, goals, aspirations, habit pat- 
terns, etc., in common with our own? Yes, this 
aloneness of mortality does seem very real and vital. 

Only recently a very saddened chronic alcoholic 
confessed that he had indulged in social drinking 
while seeking sociability. Amid sobs, he assured 
that this stupefied conversation and artificial friend- 
ship had led him into the prison in which he was 
currently held. 

"Why didn't someone tell me," he begged, "that 
one out of every 8 to 15 who socializes in this fashion 
becomes a chronic alcoholic?" Colton has gone so 


(For Course 11, lesson of December 1, "Social Program of the 
Church"; for Course 29, lesson of December 29, "A World Religion"; 
and for Course 13, lesson of December 29, "My Brother's Keeper.") 

iSee John 13:34, 35; Doctrine and Covenants 38:24-25; 81:5; 136: 
28, 29; and James 1:27. 

*Dr. Symons is chairman of the Department of Sociology and 
Anthropology at Brigham Young University. 




far as to contend that "no company is preferable to 
bad, because we are more apt to catch the vices of 
others than their virtues, as disease is far more con- 
tagious than health." 

Assuming then that man does seek association 
and, if wise, will seek a high type of association,^ 
what does your Church and mine do about it? What 
examples have you or I seen in the past three months 
of wholesome, satisfying human relationships? 
Should we list a few? 

1. Two hundred Saints of all ages and economic 
levels, amid greetings and happy chatter, harvesting 
a stake welfare farm crop. (Yes, at 6 a.m.) 

2. Seven Explorer or priesthood quorum Softball 
games under way at the same hour in a three-block 
radius. In one of those games, a prominent business- 
man (high priest) as pitcher and a priest with prob- 
lems as catcher. 

3. A ward bishop and a cerebral-palsied elder, 
arm in arm, on a ward-teaching visit* 

4. Relief Society sisters of six stakes united in 
a mammoth bazaar, as part of a holiday festivity. 

5. Some five hundred Primary children singing, 
"I Am a Child of God," to assist in the speech of a 
General Authority. 

6. Two thousand Church leaders planning and 
growing together in a solemn assembly, 

7. Two Aaronic Priesthood brethren taking the 
Sacrament to a bedfast high priest. 

8. Eight Relief Society sisters providing a lunch 
following a funeral. 

9. One hundred and seventy university students 
holding ward offices, in a ward of 250 members. Also, 
a knowledge that 36 other wards at Brigham Young 
University were following the same pattern. 

10. Seventy-five missionaries in a reunion with 
companions of 30 years ago, companions that they 
claim are the closest and best friends they have. 

11. Numerous handicapped and aged happily at 
work in a Deseret Industries unit. 

Space will not permit further entries. Many are 
being omitted. How large is your list? How grate- 
ful am I or are you, for a plan, a Church, which 
makes such lists possible? Is not the promise of 
John 10:10 being fulfilled, wherein the Lord said: 
"... I am come that they might have life, and that 
they might have it more abundantly"? 

A new opportunity and responsibility for sociali- 

zation is now facing Latter-day Saints. It arises 
due to the accelerated missionary program and the 
rapid rate at which new converts are entering the 
Church. They need and merit our fellowship, for: 

1. Some have long been seeking socialization of 
a more spiritual nature. 

2. Some have keenly felt the aloneness of mor- 
tality, aforementioned. 

3. Some have affiliated rapidly and need much 
assistance and orientation. Much of the Gospel is 
yet strange to them. 

4. Many have excellent talents which must be 
harnessed for the blessing of all. 

5. All are God's children and merit the close- 
ness of a wonderful brotherhood. 

6. All are entitled to the protection from sorrow 
and sin, which the Gospel plan contains. 

". . . By love serve one another," is the message 
of Galatians. {Galatians 5:13.) The modem admoni- 
tion of the Church of "every member a missionary" 
does not cease with the baptism of the new convert. 
The missionary work — the fellowshiping — must go 
on. How tragic it would be for new members to 
report, "I find myself in the lonely crowd." 

In the past, each ward has been instructed to 
have its fellowshipipg couple or committee at work. 
In some instances, wonderful results have been 
achieved. In others, new members have been per- 
mitted to drift quickly away. This must not hap- 
pen. Every soul is precious in the eyes of the Master, 
(Doctrine and Covenants 18:10.) Every new mem- 
ber has required hours of sacred, conscientious mis- 
sionary labor. Our wonderful missionaries must not 
be betrayed. 

For even greater effectiveness in the fellqwship- 
ing, in meeting the "search for community," the 
Church is now introducing the "Home Teaching 
Plan."^ With the support it merits from every mem- 
ber, the Church should definitely face a new era, a 
closeness of high order. Such togetherness will bring 
every member into a closer communion with the 
Divine Being. If we remain constantly on speaking 
terms with Him and do approach Him often, the 
remotest isle or loneliest hour will have no pangs. 
The beauties of earthly brotherhood will dwell with 
us eternally, for the Doctrine and Covenants says: 
"And that sociality which exists among us here will 
exist among us there, only it will be coupled with 
eternal glory. ..." (Doctrine and Covenants 130:2.) 

^Hyrum Smith said, "Men's souls conform to the society in which 
they live, with very few exceptions. ..." History of the Church, Vol. 
VI, 1912 edition; Deseret News Press, Salt Lake City, Utah; page 300. 

8For additional explanation, see The Improvement Era (July, 1963), 
page. 580. 
Library Pile Reference: Brotherhood of Man. 



Juvenile Protection 

. . . BY WHOM? 
. . . FROM WHAT? 

The young adults who have not learned self-discvpline, 
but rely to a great extent on parents, teachers, police- 
men, or peers to make their decisions for them, will 
emerge into the world of adults ill-prepared to partici- 
pate in adult society or to assume adult responsibility, 


AS newborn children enter their families of orien- 
tation, they are unaware of the many hazards 
they will face as they grow and develop in the world. 
They will gradually become alerted to them as they 
gain knowledge through their own experiences and 
through the instruction, guidance, and influence of 

Most parents will assume the responsibility of 
orienting their children to the world in which they 
will live and will provide the necessary external con- 
trol to protect them from the bumps, burns, discom- 
forts, and perils of life. 

As their children become more aware of the world 
about them, gain more experiences, acquire knowl- 
edge and wisdom, and become more accoimtable for 
their own decisions and actions, the external parental 
control may be gradually withdrawn, permitting in- 
ternal self-control to become the governing force in 
their lives. 

Because it is the normal procedure to transfer 
gradually control from external sources to internal 
self-discipline as early in life as possible, parents 
should begin without delay to train their children to 
accept responsibility. They should provide them with 
numerous opportunities to master the art of self- 

(For Course 24, lessons of December 1 and 8, "Discipline as Re- 
• sponsible Behavior" ; and of special interest to parents and teachers 
of youth.) 

*At present director of pupil personnel services for the State 
Department of Public Instruction (Utah), Dr. John has also been 
a director of secondary schools, adult education and pupil personnel 
services, and assistant superintendent of the Weber School 
District (Ogden, Utah). Dr. John has been president of the Tau 
Field Chapter of Phi Delta Kappa and juvenile protection chairman 
of Utah Congress of Parents and Teachers. A member of Ben Lomond 
Stake Sunday School board, he has served as teacher in Sunday 
School, MIA, and Priesthood quorums. He holds a B.S. degree from 
the University of Utah and the M.S. and Ed.D. degrees from Utah 
state University. Dr. John and his wife. Flora Hall John, have 
one son and two daughters. 

discipline. The major shift to internal control should 
be accompUshed during the pre-teen years, while 
the children are still pliable and not resistant to 
external control. 

With internal self-control estabhshed early in 
life, the children will be prepared to enter adolescence 
with the necessary knowledge, skills, and attitudes 
to make wise, independent decisions and assume per- 
sonal responsibility for their own actions of young 

Upon entrance into the world of adults, children 
are again faced with many hazards of which they are 
not fully aware. In this respect, growing up is like 
being bom again. Because of strong internal drives, 
they will begin to strive for independence. They will 
begin to draw away from their families of orientation, 
to search for a mate, and to establish families of their 
own. They will want to govern their own lives, make 
their own decisions, select their own friends, and 
break the yoke of adult authority; therefore, it will 
be unwise for their parents to continue the same 
direct, external control which governed their chil- 
dren's juvenile activities. 

However, if these young adults have acquired the 
proper attitude toward internal control and are now 
willing to assume the responsibility for self-discipline, 
their parents will be able to shift to a more unob- 
trusive type of guidance and control. This will allow 
the young adults more freedom for self-discipline and 
avoid their resistance to parental jurisdiction. 

The young adults who have, as a result of proper 
training, demonstrated their ability to make wise 
decisions and practice good self-control will enter 
the world of adults knowing that the price they 



must pay for their freedom to enjoy the privileges of 
the adult world is their own self-discipline. 

The young adults who have not learned self- 
discipline, but rely to a great extent on parents, 
teachers, policemen, or peers to make their decisions 
for them, will emerge into the world of adults ill- 
prepared to participate in adult society or to assume 
adult responsibilities. 

Some of the differences between the young adults 
who have acquired the proper attitude toward adult 
responsibilities and ones who have not may be seen 
in the school setting. 

Those who enter the secondary school program 
with the attitude that school is for their own benefit, 
and that it is a privilege to attend, will pursue the 
program of studies which will be of greatest worth 
in accomplishing their life's objectives. They will 
attend their classes with the desire to learn; they 
will discover how to learn; and they will use the 
services of their teachers to the fullest advantage. 

The young adults who have not acquired the 
proper attitude toward the adult world will enter the 
secondary-school program with the feehng that they 
are attending because of parental pressure, to please 
their teachers, or to avoid violating the laws of so- 
ciety which govern school attendance. Failing to 
recognize the personal advantages of an education, 
they may become discouraged or dissatisfied with the 
school program and develop the feeling that it is of 
little value to them. 

This attitude may cause them to fail in their 
school work and thus arouse in them feelings of re- 
bellion against the desires of their teachers, parents, 
and society to have them remain in school. They 
may decide to drop out of school before graduation. 
Such a decision will close the doors on future oppor- 

tunities. The financial loss to them in lifetime earn- 
ings alone will be staggering, to say nothing of the 
disadvantages in the types of job opportunities they 
will have. 

Wrong decisions of this type will restrict their 
freedom to earn a living by limiting their choices of 
vocations and by depriving them of many other op- 
portunities in life. 

Another example of the differences between 
the proper and improper attitudes of young adults 
may be seen as they begin their careers as automo- 
bile drivers. Some begin this experience with care- 
ful predriver training. This kind of training helps 
them to develop the attitude that it is their own 
responsibility to know how to operate and control 
the vehicle, to understand the traffic laws, and to 
discipline themselves in the driving situation. With 
this background, they usually abide by the written 
and moral laws governing drivers, and they retain 
their freedom to travel wherever they like. 

The young adult^j who begin their driving ex- 
periences with the attitude that it is the duty of 
the highway patrol to govern and control them while 
driving, or who feel that their parents will some- 
how run ahead of them and remove the stop signs so 
that they will not have to assume the responsibility 
of self-discipline, will either lose their freedom to 
drive as a result of traffic law violations or because 
of injuries incurred in accidents. Others may even 
lose their lives because of insufficient self-discipline 
while driving. Here again it is evident that the price 
they must pay for their freedom is their own self-dis- 

Tenacious internal control is needed by young 
adults who have now developed the tremendous 
power to create new life. They must realize that they 
alone will make the final decisions as to how this 
power will be used. If they have acquired the proper 
attitude of self-discipline and are willing to assume 
the responsibility for their own actions, they will 
protect the virtue of their companions during the 
courtship period. Their love for each other will take 
its true form — to protect rather than to destroy. 

On the other hand, if they have been led to be- 
lieve that the procreative power is vulgar or immoral, 
they may have feelings of guilt connected with these 
basic internal drives. These guilt feelings may cause 
them to approach courtship with deep inner conflicts. 
The strong internal drives will be pushing them into 
courtship, and strong guilt feelings will be resisting 
these forces. These conflicts often force them into 
abnormal behavior. 

Still other young adults may begin their rela- 
tionships with the opposite sex with the attitude that 

someone other than themselves must assume the 
{Concluded on page 353.) 



SubrQission to 
Secular Authority 

by Elder N, Eldon Tanner 
of The Council of the Twelve 

I have been asked the question, "How does a 
good Church member honor and sustain the law of 
the land in whatever country he may live?" 

A good member of the Church is one who honors 
and sustains those in authority in the Church and 
who lives according to the teachings of the Gospel at 
all times. He keeps The Word of Wisdom strictly, 
pays a full tithing, keeps the Sabbath day holy; he is 
honest, true, chaste, benevolent, virtuous, and be- 
lieves in doing good to all men; and he continually 
strives to keep the first and second great command- 
ments as given by the Lord: 

. . . Thou shalt love the Lord thy God with all 
thy heart, and with all thy soul, and with all thy 
mind. This is the first and great commandment. 
And the second is like unto it, Thou shalt love thy 
neighbour as thyself. On these two commandments 
hang all the law and the prophets. 

(Matthew 22:37-40.) 

We all know that the governments of the different 
countries vary greatly. They range from a despotic 
form of government under a dictator — where the 
people have no voice in the government; where they 
are deprived of freedom of speech, freedom of wor- 
ship, the right to own and deal in property; where 
they are not permitted to choose their vocations nor 
to come and go at will — to a completely democratic 
government where the citizens enjoy complete free- 

Our Twelfth Article of Faith states, "We believe 
in being subject to kings, presidents, rulers, and 
magistrates, in obeying, honoring, and sustaining the 

Also, the fifth verse of the 134th section of the 
Doctrine and Covenants reads: 

We believe that all men are bound to sustain and 
uphold the respective governments in which they 
reside, while protected in their inherent and inalien- 
able rights by the laws of such governments . . . and 
that all governments have a right to enact such laws 
as in their own judgments are best calculated to se- 
cure the public interest; at the same time, however, 
holding sacred the freedom of conscience. 

A member of the Church can honor and sustain 

(For Course 19, lesson of December 1, "Submission to Secular 
Authority"; for Course 27, lesson of December 8, "Joy Comes through 
Obedience"; and for citizens of countries throughout the world.) 

the law and make the greatest contribution to his 
country and to the welfare of mankind by: 

1. Obeying strictly all of the laws of the land 
and teaching his children by precept and by 
example to honor and sustain the law and 
those in authority in the home, in the com- 
munity, in the Church, and in the organi- 
zations of the wards and stakes of the Church. 

2. Using his best influence to improve the laws 
by all legal means at his disposal. 

3. Striving to elect good, honorable men to office 
and actively supporting them. 

4. Being prepared to accept office and serve 
diligently in the best interests of his com- 
munity or country. 

5. Observing and keeping the laws of God. 

Though the laws of the land vary from place to 
place and from time to time, the laws of nature and 
the laws of God are the same in all countries. One 
can more fully and completely honor and sustain the 
law of the land by keeping the laws of God. 

We are instructed in the Doctrine and Covenants: 

Let no man break the laws of the land, for he 
that keepeth the laws of God hath no need to break 
the laws of the land. Wherefore, be subject to the 
powers that be, until he reigns whose right it is to 
reign, and subdues all enemies under his feet. 

(Doctrine and Covenants 58:21, 22.) 

President Joseph F. Smith when writing on this 
subject said: 

. . . It is nonetheless a patriotic duty to guard 
our nation whenever and wherever we can against 
those changeable and revolutionary tendencies which 
are destructive of a nation's wealth and permanence. 

Then he goes on to say, 

. . . No man can be a good Latter-day Saint and 
not be true to the best interests and general welfare 
of his country. . . . The allegiance claimed from its 
members by the Church does not prevent a member 
from being a loyal citizen of the nation. ... A good 
Latter-day Saint is a good citizen in every way. I 
desire to say to the young men of our community: 
be exemplary Latter-day Saints, and let nothing de- 
ter you from aspiring to the greatest position which 
our nation has to offer. Having secured a place, let 
your virtue, your integrity, your honesty, your abil- 
ity, your religious teachings implanted in your heart 
at the knees of your devoted "Mormon" mothers, 



"so shine before men, that they may see your good 
works, and glorify your Father which is in heaven" 

Then he concludes by saying, 

There is only one thing that can bring peace to 
the world. It is the adoption of the Gospel of Jesus 
Christ, rightly understood, obeyed and practiced by 
rulers and people alike.^ 

The laws of the land in any country are important 
and essential to peace and order in that country. In 
order to enjoy law and order and the blessings of 
the country, the people must honor and sustain the 
law. The Saviour himself was one of the outstand- 
ing examples of a law-abiding citizen, and instructed 
the people to do likewise. 

A good example of the Church's attitude toward 
honoring and sustaining the law is the attitude and 
actions of our Pioneer fathers and mothers who were 
persecuted and driven from their homes, and many of 
them lost their lives. Under the direction of the 
Prophet, they honored and sustained the law and 
tried to get redress only by the legal means that 
were available to them under the law. Later, when 
called upon to provide the Mormon Battalion (500 
men fit to carry arms in the Mexican War), they 

^Smith, Joseph F., Gospel Doctrine, 1961 edition; Deseret Book 
Company, Salt Lake City, Utah; pages 411, 412, 421. 

responded to the call by recruiting the number of 
men required. 

When I was in East Germany meeting with the 
district presidents in that area, I was most encour- 
aged to see how these men were prepared to honor 
and sustain the law of the country though it de- 
prived them of many of their freedoms. They realized 
that it was better to suffer than to do wrong. They 
all adopted the attitude that it was their responsibil- 
ity to teach the Gospel wherever possible, to live its 
teachings strictly, and to encourage the members of 
the Church to live, as far as possible, all the com- 
mandments of God and the teachings of the Church 
under the existing laws of the country. They real- 
ized that living and teaching the Gospel and getting 
the people to accept it would do more for the cause 
of peace than anything else they could do. They ex- 
pressed their belief and bore their testimonies that, 
if they kept the commandments of God and magni- 
fied their callings in the Church, all would be well and 
they would have nothing to fear. 

Let us assume our responsibilities as members 
of The Church of Jesus Christ of Latter-day Saints; 
and, as such, honor and sustain the law in whichever 
country we may live. 

Library File Reference: Citizenship. 

JUVENILE PROTECTION . . . (Concluded from page 351.) 

responsibility for controlling their acts. This atti- 
tude usually brings sorrow and degradation into their 
lives. Strong self-discipline on the part of both the 
boy and the girl is essential if they are to resist the 
temptation to misuse their procreative powers. 

The power to create a new life should be regarded 
as a power superseded by none other in the world. 
The tiniest hinge on the finger of a new bom child 
is greater than any intercontinental ballistic missile 
man has created. This power is so great that it 
should be considered sacred rather than vulgar, in- 
decent, or of evil design. The tremendous respon- 
sibility connected with the creation and development 
of children requires a home with two wise, under- 
standing, and loving parents who are joined in mar- 
riage and strive to exert their combined efforts in 
rearing their children. 

Select any other hazard which might face young 
adults — such as pornographic literature, liquor, or 
teen-age gang activities — and it is evident that the 
protection these individuals need is their own 
ability to apply self- discipline rather than to have 
someone else remove these hazards. The hazards 
mentioned would automatically disappear as the re- 
sult of the nonuse if adults practiced the proper self- 

control and avoided them. 

The most basic elements in the protection of 
young adults seem to be rooted in a stable family of 
orientation with parents (1) who have developed a 
sense of integrity and allegiance to each other and 
a basic understanding of their role as parents; (2) 
who, realistically, accept, understand, and love their 
children for what they are; (3) who provide an op- 
portunity for their children to learn self-discipline 
through solving their own problems with democratic 
encouragement, guidance, and discipline; (4) who 
provide a consistent home environment with the com- 
bined love of both parents extended to them; (5) who 
provide opportunities for self- development, emotion- 
al expression, and social interaction, both in and out 
of the family unit; (6) who establish and maintain 
high moral standards; and (7) who recognize the 
importance of training their children to meet and 
overcome the detrimental forces of the world. 

With this kind of family structure, the young 
adults will be fortified with self-understanding, self- 
confidence, self-responsibility, self-integrity, self-dis- 
cipline, and self-realization. These are the essential 
conditions for self-protection. 

Library File Reference: Youth. 




Love Music 

by Lorin F. Wheelwright 

To feel the inner drive of our Pioneers, one must 
sing with deep fervor ''Come, Come Ye Saints," Or 
to catch the dedication of a young missionary leav- 
ing home and sweetheart to serve the Lord, one must 
sing "It May Not Be on the Mountain Height." And 
to sorrow deeply yet feel hope, one must sing 
"Though Deepening Trials." These are the heart- 
throbs of our people — our culture and our purpose — 
expressed in song. 

Latter-day Saints love music, and in every moth- 
er's bosom burns the ambition that her children 
might learn to play an instrument and sing the songs 
of Zion. In the home of the writer, no picnic basket 
was complete and no journey by car was under- 
taken without a copy of Deseret Sunday School 
Songs tucked in for family singing. No depression 
was so deep but that music lessons could somehow 
be paid, and no day was so crowded but that instru- 
mental practice would be performed with diligence 
to a wise teacher's instruction. Every piano lesson 
included a few minutes on how to play our hymns — 
and the hymnbook was standard repertoire along 
with Bach, Beethoven, and Brahms. 

This deep love of music is interwoven with basic 
Gospel teachings. We are taught that "... the song 
of the righteous is a prayer imto me, and it shall 
be answered with a blessing upon their heads." (Doc- 
trine and Covenants 25:12.) Our beliefs embody 
the teachings of Paul when he said, "And be not 
drunk with wine, wherein is excess; but be filled with 
the Spirit; speaking to yourselves in psalms and 
hymns and spiritual songs, singing and making mel- 
ody in your heart to the Lord." (Ephesians 5: 18, 19.) 

Our musical traditions as a people have deep 
roots in the homeland cultures of our converts. 
More than 100 years ago. Mormon pioneers brought 
to our valleys a love of good music which still warms 
the hearts of our people. They did not engage in 
the raucous music of the mining camps — theirs was 
the sweet music of religion, the rollicking tune of 
the square dance, and the stirring march of the 
parade. They loved it all, and they loved their 

The story is told of one, Dominico Ballo, the 
little bandmaster who came to the Salt Lake Valley 
long before the railroad. In those days of economic 
struggle, one can imagine that all talents were de- 

(For Course 29, lesson of December 1, 
and of general interest.) 

'The Place of Music" 

voted to the gaining of a livelihood, yet music was 
made. John M. Jones, first violinist of his orchestra, 
once reported that Ballo had written much music for 
the orchestra and was in need of food. The buying 
of ten dollars' worth, which would pay for eight or 
ten compositions, was finally referred to President 
Brigham Young. Ballo was a graduate of Milan Con- 
servatory in Italy and a former bandmaster at West 
Point Military Academy. At rehearsals his manner 
was always kind, and upon occasion he would sus- 
pend his baton and say, "Flatee, Brother Clayton; 
sharpee, Brother Spills." 

Instrumental music marched across the plains 
with those Mormon Pioneers. Colonel Kane re- 
corded his response to the musicians of the prairies. 
He said in an historical discourse that "... some 
of their wind instruments, indeed, were uncommonly 
full and pure-toned, and in that clear, dry air could 
be heard to a great distance. It has the strangest 
effect," he said, ". . . to listen to their sweet music 
winding over the uninhabited country. Something 
in the style of a Moravian death-tune blown at day- 
break, but altogether unique. It might be when 
you were hunting a ford over the Great Platte, the 
dreariest of all wild rivers, perplexed among the far- 
reaching sand bars ... of its shifting bed: — the wind 
rising would bring you the first faint thought of a 
melody; and as you listened, borne down upon the 
gust that swept past you a cloud of the dry sifted 
sands, you recognized it — perhaps a home-loved 
therne of . . . Mendelssohn. Mendelssohn — Bar- 
tholdy, away out there in the Indian marshes!"^ 

In a poem by Eva Wangsgaard, we hear echoes 
of their music: 

Above the plains that knew the hungry howl 
Of preying wolves, the Redman's warring scream, 
The honk or swishing wings of migrant fowl 
Ascended notes that wove a stranger theme. 

For when the refugees from sad events 
Disposed of jewelry and tableware, 

^Kane, Thomas L., "The Mormons: a Discourse Delivered before 
the Historical Society of Pennsylvania, March 26, 1850, The Latter-day 
Saints' Millennial Star (May 1, 1851), pages 133, 134. , 



Musicians did not barter instruments — 

They would as soon have thought of selling prayer. 

They knew that music has the power to lift 
Discouraged hearts, bowed head, and dragging limb; 
And, nightly, with the campfire smoke, would drift 
Quadrille and schottische, anthem, or grateful hymn. 

Though hands and lips are stilled, a city grew 
For every tune beyond their lost Nauvoo. 

Wherever Latter-day Saints gather today, they 
find fellowship with each other and with their Maker 
through music. The far-reaching voice of our Salt 
Lake Mormon Tabernacle Choir resounds to the 
whole world our unity of spirit through music, and 
it brings home to every wandering member of the 
Church the richness of his own culture and the holi- 
ness of life. 

Within the heart of each Latter-day Saint burns 
a testimony more brightly because of the echoing 
melodies and reverberating words of our sacred 
hymns. The author recalls an utterance of his own, 
written while a student, alone, in a great university 
many miles from home — when worldly temptations 

were great but the teachings of home were greater. 
These verses were penned on one of those nights 
when competition was greatest between the secular 
and sacred melodies of the heart. 


O thou art more than angels are 

Or devils dare to be: 
The fiery rage of angry seas, 
The graceful swaying of the trees. 
The gentle murmur of the breeze, 
O essence of the free! 

thou canst enter hearts of men 
Through gates of muse's psalm: 

And calm the angry passions' flare, 
Ease the load of toil and care. 
Join the hearts of lovers, fair, 
O stillness of the calm. 

1 love to feel thy mystic wand, 
The warmth of thy control: 

The love of all that's truly fine, 
The urge to live like Him, Divine, 
A power that's surely only thine, 
O music of my soul! 


Help me teach with inspiration, 

Grant this blessing, Lord, I pray; 
Help me lift a child's ambition 
To a higher, nobler way. 

— from a Hymn by the Author. 

Ambition can take many forms in our world 
of opportunity. Everywhere is evidence that 
man has aspired to create noble and lasting 
monuments to his highest concepts of goodness, 
usefulness, and beauty. And inspiration can 
come to the humblest of heart who is attuned 
to the Most High. A visit to Temple Square 
reveals notable examples. 

The Temple itself is an embodiment of no- 
bility of purpose. Brigham Young wanted per- 
manence. He thought it could best be achieved 
by using adobe bricks, which he believed would 
harden into stone and could more easily be 
molded and obtained than natural stone. The 
Priesthood of the Church voted for natural 
stone, and the inspiration of that memorable 
General Conference led to a decision that gran- 
ite would be used. The ambition of those Pio- 
neers led them to build for eternal values. And 
behind them were knowing teachers who planted 
the seed whose flowering we revere today. 

A piece of sculpture inside the Museum ex- 
presses the ambition of its creator, Avard 

Fairbanks. It depicts the deep sorrow of par- 
ents who have laid to rest a child at Winter 
Quarters. President McKay considers it a 
masterpiece. Why did Brother Fairbanks ex- 
pend his creative talent on this majestic theme 
when he could have made pretty decorations to 
grace some wealthy man's private garden? Deep 
within him was the ambition to reach a higher, 
nobler way — to tell a greater truth. Sgme teach- 
er planted that seed of ambition and its fruition 
is our inspiration. 

In the Tabernacle is an organ of exquisite 
beauty. How did it happen? The Pioneers had 
worthy ambition and so did their descendants. 
The present organ embodies many of the ideals 
of our musicians and, in addition, is the sublime 
design and craftsmanship of the man whose 
name is engraved upon the console: G. Donald 
Harrison. Somewhere in his life, teachers in- 
spired him with the ideals of organ building, 
and this instrument is a tribute to his willing- 
ness to learn and his ambition to build in the 
traditions of the high and noble way. 

Whether in the home, the day school, or the 
Sabbath School, inspiration of the Master 
Teacher can best direct us. We pray for His 
guidance; and, when we are worthy, we receive 
it. His inspiration can help us lift a child's 
ambition to a higher, nobler way. 

— Lorin F. Wheelwright, Associate Editor. 

Library File Reference: Ambition. 




Thirty-seventh in a Series 

on Gospel Teaching in the Home 

by Reed H. Bradford 

THERE were both urgency and sorrow in her 
voice as she talked to me over the phone. She 
wanted and needed help desperately. Some hours 
later, as she stepped into my office, she cried for 
several minutes before she could even speak. I told 
her to take her time and not to feel embarrassed. 

He who is sensitive finds that the sorrow of others 
becomes his own. But one must combine, with his 
sensitive feeling, spiritual and intellectual compon- 
ents if he would help the person to help himself. I 
wanted to help her. 

She was finally able to tell me about the nature 
of her problem. She was a bride of three months. 
She had met Frank at the University. After they 
had gone together for more than a year, he had been 
called on a mission. 

Before his leaving, they had considered the ques- 
tion of whether or not they should become formally 
engaged; but, after much thought and prayer, de- 
cided that they would not, thinking that it might 
be better to see what their separation would do to 
them. But their relationship during the years of his 
mission had grown into something even more mature 
and desirable. Some months after his return, they 
had been married. 

(For Course 24 generally, and for lessons on marital and family 
relationships, ) 


"I can honestly tell you," she said, "that in many 
ways our marriage has been everything that I hoped 
it would be. Frank is kind, considerate, and respect- 
ful. We've had many wonderful experiences together. 
He is continuing his schooling, and I realize this is 
a strain for him, with all the other responsibilities 
of establishing a home. I've tried to make our home 
a place where he can find love, understanding, relax- 
ation, and encouragement. I know that he has ap- 
preciated this. To be sure, we've had the normal 
amount of adjustments to make; but we've been able 
to handle them with reasonable success, except in 
one area." 

Tears again filled her eyes, and I sensed that her 
sorrow was deep — not just a passing sadness occa- 
sioned by a minor misunderstanding. 

"I suppose I should tell you something of the 
background of my problem. There were five chil- 
dren in our family. I always thought that our par- 
ents typified the kind of parents our Heavenly Fa- 
ther wanted them to be. 

"I have loved my parents ever since I can re- 
member. I must admit that when I decided to marry 
Frank, I had some uneasy thoughts about leaving 
my home and my parents. I knew that my intimate 
relationship with them was ending. I thought of all 
the wonderful experiences we had had: our trips 
together; our fun at the dinner table; worshiping in 
Church; going to my parents with all kinds of prob- 



lems and finding both of them patient, understand- 
ing, and helpful. But I consoled myself by remem- 
bering that we were sealed to each other for eternity 
if we lived the principles upon which that sealing was 
based. And, of course, I was acquiring a new family. 

"My problem came into sharp focus a few nights 
ago. Frank and I have been having some severe 
economic problems lately. After some discussion of 
the situation, I finally suggested to him that it might 
be a good idea to talk to Father about it. Father is 
very successful financially and has mature judgment 
in such matters. Out of a clear, blue sky Frank said 
to me: 'You know, honey, you're always wanting to 
see and talk to your folks about something. Don't 
you think you should remember that you're married 
to me now?' 

"When he said this to me it hurt, and it hurt 
deep inside. I couldn't help myself; I cried. We 
were able to discuss it and patch things up, but some- 
how things are not the same between Frank and me. 
Somehow, I feel that he thinks my love for him 
should come first. He quoted me the passage from 
the scriptures which states that '. . . for this cause 
shall a man leave father and mother, and shall cleave 
to his wife: and they twain shall be one flesh.' 
(Matthew 19:5.) I know that I have a basic loyalty 
to Frank, but somehow I feel sad to think I should 
now give my parents a second place in my feelings. 
This is why I have come to you. Is there a solution 
to my problem? Can you help me?" 

The problem faced by Frank and Marcia is a 
problem for many people, but it does have a solution. 
Perhaps the following ideas will prove helpful: 

1. It is possible and desirable for every individual 
to love many persons: his Heavenly Father, his 
earthly father and mother, his brothers and sisters, 
his mate, his children, his grandchildren, his fellow 
members of the Church, and his fellow human beings 
everywhere. All of us are children of one Heavenly 
Father; and, as such, are therefore brothers and 
sisters. The love that characterizes our Heavenly 
Father, the Saviour, and the Holy Ghost should also 
characterize us. These three Divine Personages are 
concerned in helping us know the same kind of joy 
they know, as we strive toward and attain salvation 
and exaltation in the celestial kingdom. 

2. But the authority, privileges, and responsibil- 
ities involved in our relationships to various individ- 
uals may — and often do — differ. During the years 
that an individual is a child growing up in his paren- 
tal home, his parents have the authority to guide him 
and make decisions concerning his welfare. When 
the individual marries, however, he and his mate 
acquire the authority and responsibility for decisions 
concerning their own family. This does not mean 

they should then love their parents or other mem- 
bers of their parental families less. Quite the con- 
trary; they should love them more as the years un- 
fold. Only the acquisition of adulthood plus the ex- 
perience of the maturing process permits one to 
appreciate fully what his parents have done for him. 

3. When a person marries, he and his mate should 
be one, a paired unit. Why should Marcia and 
Frank not go to see her father to get help to solve 
their financial problems? There is no reason at all 
if they go together, acting as one in purpose. Then 
Frank should not feel that Marcia's love for him is 
threatened by her love for her father or mother. Each 
love has its own place, its own authority, its own 
responsibilities, and its own privileges. 

4. Recognizing the above principles, every person 
can expand the area of his love; and every life he 
touches is warmed by it. He does not think of his 
love for one person as being more or less important 
than his love for another. But he does realize that 
the authority involved in one relationship may not 
be present in another. Thus, as stated, he learns to 
assign to each relationship the proper authority, re- 
sponsibility, and privilege. 

To arrive at such a position requires great ma- 
turity; but he who has attained it experiences joy, 
peace, confidence, and an actualization of his person- 

Library File Reference: Marriage. 



Hymn: "In Humility, Our Saviour," Hymns — Church 
of Jesus Christ of Latter-day Saints, No. 49. 

Discussion: What each family member learned in his 
last Sunday School class and how he will apply it 
in his life. 

Musical Number. 

Lesson: "How Do We Adjust to Our Parental Fam- 

1. Let each member tell what he learned during the 
week in the various Church organizations he has 

2. What does it mean to love another person? Fam- 
ily members might give this some thought before 
Home Evening. 

3. See if all can understand that it is possible to 
love many persons and that it is desirable to do 
so. What satisfactions does one receive from 
loving others? 

4. Try to show that although we should love others, 
this does not mean that each relationship with 
another involves the same authority, responsibil- 
ities or privileges as other relationships. 

Song: "Forgiveness," The Children Sing, No. 83 — 

Scripture Memorization: The family will memorize 

Galatians 5:22, 23. 
Hymn: "O My Father," Hymns, No. 139 — Family. 
Closing Prayer. 



Unto You Is Born a Saviour 

Suggested Christmas Worship Service for Dec. 22, 1963 

Senior Sunday School 

Devotional Prelude. 

Opening Hymn: "Joy to the 

World," Hymns — Church of Jesus 

Christ of Latter-day Saints, No. 

Sacramental Hymn: "How Great 

the Wisdom and the Love," 

Hymns, No. 68. 
Sacrament Gem. 

The Scriptural Account of the Na- 
tivity: Luke 2:8-15 and Mat- 
thew 2:9-11. (To be read or 
given by memory, by a member 
of Course 13, 15, or 19 who is 
capable of presenting it with 
clarity and reverential feeling.) 

Four-minute Talk: Christ's Gifts 
to Mankind. (To be given by a 
member of an adult class.) Sug- 
gested outline: 

1. A redemption of all from the 
grave and an Atonement for 
the sins of all men. 

2. A way of life for all men to 

3. A plan of eternal salvation. 

4. An organization to teach the 
Gospel to mankind. 

Hymn: "It Came Upon the Mid- 
night Clear," Hymns, No. 82. 

Four-minute Talk: Fruits of the 
Gospel as Christ Intended Them 
in Our Lives. (To be given by a 
member of an adult class.) Sug- 
gested outline: 

1. A life patterned after Christ 

2. A brotherhood of man based 
on love and service. 

3. A pattern of life that gives 
peace and joy to the indivi- 
dual, as well as to the world. 

Hymn by Congregation: "Far, Far 
Away on Judea's Plains," 
Hymns, No. 33. 

Separation for classes. 

Junior Sunday School 

The Sunday School Christmas wor- 
ship service provides another opportu- 
nity for the officers and teachers of the 
Junior Sunday School to emphasize the 
real spirit of Christmas. The beautiful 
story of the birth of Jesus and the songs 
which tell about Him become more 
meaningful to children as they are re- 
peated over and over. 

As a means of emphasizing the spir- 
itual aspects of Christmas, it is sug- 
gested that the events of the "First 
Christmas" be emphasized in the 
Christmas worship service. 

The program suggested below is sim- 
ple. Some may wish to add colored 
pictures, tableaus, or flannelboard fig- 
ures. Whatever is done, it should be 
planned with available facilities in mind 
so the total result will be effective and 

Devotional Prelude. 

Opening Hymn: "Far, Far Away 
on Judea's Plains," The Chil- 
dren Sing, No. 163. 


Hymn: "Christmas Night," The 
Children Sing, No. 151. (First 


(Mother is rocking her child.) 
Child: "Mother, tell me about 

Mother: "The first Christmas 
was a long time ago in the city 
of Bethlehem. Among the many 
people coming to Bethlehem 
were Joseph and Mary. 

"When they went to the inn, all 
the rooms had been rented. The 
innkeeper wanted to help Joseph 
and Mary. He thought for awhile 
and then said: *I do have some 
room in a stable. It is a shelter, 
and there is clean straw which 
you may use to make a bed.' 

"Joseph and Mary thanked 
the innkeeper. They were grate- 
ful for a place where they might 
rest even though it was a stable." 

Hymn: "Away in a Manger," The 
Children Sing, No. 151. 
(Tell story of shepherds as found 
in Luke 2:8-20.) 

Hymn: "Hosanna," printed in 
August, 1963, Instructor. 

Sacramental Hymn: "While of 
These Emblems We Partake," 
The Children Sing, No. 63. 

Sacramental Service. 

Separation for classes. 

Committee: Oliver R. Smith, 
Chairman, Clarence Tyndall, Dale 
H. West, Lorna C. Alder, Florence 
S. Allen, Edith B. Bauer. 

Lucien B. Bown: photo — front cover. 

Sister Lindsay and Henry Soren are 

the photo subjects. 
Alvin Gittins: art — 341. 
Courtesy Forest Lawn Cemetery: photo 

Ted Nagata: art— 346. 
Dale Kilbourn: art— 350, 364, 365, 368. 
Bill Johnson: art — 354, outside back 



H. Armstrong Roberts: photos — 348, 

Harry Volk Inc.: art — 359, 372. 

Sherman T. Martin: art— 360, 370, lay- 

Leland Van Wagoner: photos — 371. 
Ray C. Johnson and his son, Jim (11 
years of age), are from the Colonial 

Hills Ward, Hillside Stake. Sister 
Katherine Warner and her son, Wil- 
lard (nine years), are also from the 
Colonial Hills Ward. 

Wheelwright Studios: photo — center 

Erki Young: art — flannelboard figures. 

Charles J. Jacobsen: art — inside front 
and back covers. 



C^c^'^^V'^ti^l^Hc^'^^ * * ♦ 

President David O. McKay 


On this joyous occasion of your ninetieth birthday anniversary we join as Sunday 
School workers to thank you for your vahant leadership, your dedicated service, 
and your warm friendship. We honor you as President of The Church of Jesus Christ 
of Latter-day Saints. We respect you as a leader of men in all walks of life. We love 
you for your friendship to all mankind. 

In the spirit of rededicating our lives to the ideals you personify, we salute you and 
hearken to your ringing challenge. We resolve to live the Gospel of Jesus Christ and 
follow your example as champion of the Sunday Schools and builder of the Faith. 

"To live an upright life, to conform to high ethical standards, 
to keep the commandments of the Lord — these constitute 
the responsibility and duty of every Sunday School teacher. 

"Leading youth to know God, to have faith in His laws, to 
have confidence in His fatherhood, to find solace and peace 
in His love — this is the greatest privilege, the most sublime 
opportunity offered the true educator. 

"A great honor and the greatest responsibility that can come 
to you, my fellow teachers, is to have a trusting boy or girl 
say, 'You are my ideal.' 

"What habits will pupils learn of you? The answer to that 
question depends, first, on your ability to win confidence; 
second, on what you really are; and third, on what and how 
you teach."! 

"What does it mean to keep the faith? It means, first, that we 
accept Jesus Christ not merely as a Great Teacher, a Power- 
ful Leader, but as the Saviour, the Redeemer of the world. 

"We walk by faith in this world. We are as the little boy who 
holds his father's hand in the midst of a great city: the boy 
is confused by the din and bustle of the crowd, and realizes 
that if he breaks away he will be lost and may not be able 
to get back to his father. While he holds that father's hand, 
however, he is safe. He has an assurance that his father will 
lead him back home. So it is with the young man who keeps 
his faith in the latter-day work ... he has his hand in that 
of his Redeemer. . . . 

"My faith gives to me an assurance that God is indeed my 
Father, and that therefore I must have inherited his immor- 
tality. ... I rejoice in the revealed word that man was . . . 
in the beginning with God.' (Doctrine and Covenants 93:29.) 

"My faith . . . teaches me that only through individual eflFort 
and divine guidance may true success and happiness be 
obtained. "2 

1 October Sunday School Conference Address, The Instructor , June, 1948, pp. 266-68, 303. 

2 Treasures of Life, compiled by Clare Middlemiss from editorials published in The 
Instructor, Deseret Book Company, 1962, pp. 314, 315, 233. 

(For Course 1, Lessons of December 1 and 8, "My Birthday Is A Special Day," and 
"Mother and Daiddy Have Birthdays"; for Course 7, Lesson of December 15, "David 
O. McKay, The Ninth President"; and of interest to all Church members.) 


Reprodiifcd for The Instructor 

by Wheelwright Lithuyraphing Co. 

From a painting by Alvin Gittins 

President of The Church of Jesus Christ of Latter-day Saints 

From a painting by C. ]. Fox 

Leader of men in all walks of life 

From a photograph by Lorin F. Wheelwright 

Beloved friend of all mankind 

The Greatest Gift of All 

A Flannelboard Story by Marie F, Felt 


Long ago our Heavenly Father sent the best gift 
possible to all of us. It was His Son, Jesus Christ. 
He had promised to do this for a very long time, and 
some people doubted that Christ would come. But 
Heavenly Father always keeps His promises, and 
He does it at a time that is the very best. 

All of this happened a long time ago in the 
Holy Land. Today, part of this land is called 
Israel. In this land, in a little town called Nazareth, 
lived a young lady named Mary. We think that she 
must have been very good and kind to have had 
our Heavenly Father choose her from among all the 
women who lived on the earth to be the mother of 
His Son, Jesus Christ. 

In the same town lived a good man named Joseph. 
He loved Mary and wanted her to be his wife. They 
were planning to be married and have a home to- 

One day an angel of the Lord named Gabriel was 
sent from God to Mary in Nazareth. As he appeared 
to her, he said, ". . . Hail, thou that art highly fa- 
voured, the Lord is with thee: blessed art thou 
among women." {Luke 1:28.) 

(For Courses la, 7, and 9, Christmas lessons for December 22; 
for Course 1, lesson of December 15, "When Jesus Came Here To 
Live"; for Course 3, lesson of December 22, "Jesus Was Bom To Serve 
in the Kingdom"; and for Course 5, lesson of December 22, "To Give 
and Share — True Meaning of Christmas.") 

Mary did not quite understand what the angel 
meant. Then the angel spoke to her again. This 
time he said, ". . . Fear not, Mary: for thou hast 
found favour with God . . . thou shalt . . . bring forth 
a son, and shalt call his name Jesus. He shall be 
great . . . and of his kingdom there shall be no 
end." {Luke 1:30-33.) 

The angel then told Mary many things that 
would happen to her and to the precious new baby 
that was to come. 

Mary was very, very happy. As the angel finished 
speaking, she said, ". . . Be it unto me according to 
thy word." {Luke 1:38.) Then the angel left her. 

Some time after, when Mary and Joseph were 
married, the ruler of that country sent word that 
they should go to another city named Bethlehem to 
pay their taxes. It was a long way for those good 
people to go, since in those days the trip had to be 
made either on camels or donkeys, and travel was 
very slow. 

When they arrived in Bethlehem, they tried to 
find a place to sleep, for they were very tired. The 
Bible tells us that "... there was no room for them 
in the inn" (hotel), and that they found shelter in 
a stable. {Luke 2:7.) 



On that night, one of the greatest things the 
world has ever known happened. God, our Heav- 
enly Father, sent the baby Jesus to Mary for her 
and Joseph to love and care for. In this wonderful 
book, the Bible, we are told the story. [Read Luke 
[End of Scene I.] 

Possibly knowing that the Lord God would pro- 
tect their sheep, ". . . they came with haste, and 
found Mary, and Joseph, and the babe lying in a 
manger," {Luke 2:16) just as the angel had said. 
They no doubt felt honored to have been guided 
to see the precious baby and grateful to know that 
He was the Saviour, the Son of God. They felt, too, 
that such wonderful news should be shared with 
others. The Bible tells us that "... when they had 
seen it, they made known abroad the saying which 
was told them concerning this child. And all they 
that heard it wondered at those things which were 
told them by the shepherds." {Luke 2:17, 18.) 
[End of Scene H.] 

Now there lived in a country far to the east of 
Palestine, some wise men. They studied the stars; 
and they had learned that a bright, beautiful, new 
star would appear on the night that Jesus would be 
born. For many years they watched, waited, and 
studied, anxiously anticipating the time when this 
should happen. And one night it did. There in 
the sky appeared the star. Immediately they pre- 
pared to follow it and find the wonderful baby. Each 
one took gifts to give to the newborn King, and they 
departed together to find the child. 

"And when they were come into the house, they 
saw the young child wth Mary his mother, and fell 
down, and worshipped him: and when they had 
opened their treasures, they presented him with gifts; 
gold, and frankincense, and myrrh." (Ma^i/iew; 2:11.) 
It was the happiest day of their lives, and one for 
which they could always be grateful. [End of Scene 

How To Present the Flannelboard Story 

characters and Props Needed for This Presentation Are: 

Interior scene of the stable with Baby Jesus inside. (NT60.) 

Mary and Joseph seated near the manger watching Baby 

Jesus. (NT61.) 

Donkeys, cows, and hay. (NT62.) These will become part of 
the interior scene of the stable. 

Shepherds watching their flocks. (NT63.) 

An angel announcing glad news to the shepherds, and a 
heavenly host singing praises to God. (NT64.) 

Sheep. (NT65.) 

Large, bright, new star. (NT66.) 

Wise men worshipping Baby Jesus. (NT67.) 

Order of Episodes: 

Scene I: (A hillside on the outskirts of Bethlehem.) 

Scenery: A dark-blue sky depicting night, with a few 
small stars and a part moon shown on it. A gray- 
green hillside with sheep (NT65) huddled to- 
gether. Some shepherds are standing guard. 
(NT63.) A large, bright star (NT66) shines in the 

Action: An angel (NT64) appears in the sky, telling 
of the Saviour's birth. He is joined by others who 
sing praises to God. As the heavenly host is re- 
moved from the flannelboard, place the shepherds 
(NT63) together in a group as they talk excitedly 
of what they have just seen and heard. 

Scene II: (At the stable.) 

Scenery: Interior view of the stable, showing the man- 
ger with the Baby Jesus in it. (NT60.) Cattle and 
donkeys are seen there, some standing and some 
lying down. (NT62.) Mary and Joseph (NT61), 
in position by the manger, are seen looking at 
the Baby Jesus. 

Action: The shepherds enter to see the Baby Jesus lying 
in the manger; just as the angel (NT64) had said. 
The shepherds leave and return to the hillside. 

Scene III: (The interior of the house in which Mary, Joseph, 
and Baby Jesus live.) 

Scenery: Show light-colored walls with a small opening 
to represent a window. In the center of the room, 
place a little, painted stool, used often as a table. 
Around the walls, show shelves with bed quilts 
rolled up on them. In the center of the room, 
hang a little lamp shaped somewhat like a pitcher. 
Have a door leading to the outside. 

Action: Have Mary (NT61) seated on a stool, holding 
the Baby Jesus. (NT60.) Joseph is standing by 
the door. The three wise men (NT67) enter 
carrying the gifts for the baby. 

Library File Reference: Jesus Christ — birth. 






Tlie Spirit of Christraas 

Compiled by Margaret Hopkinson 


This Christmas Eve I kneel down 
To thank the Lord above 
For the great gift He sent the world 
Of Christ's unselfish love. 

God sent Him as a humble babe. 
Although He was a king, 
This child possessed no crown nor jewels, 
Yet heavenly hosts did sing. 

Because it was so long ago 
When Christ was here with man, 
Some now forget the things He taught 
And of His wondrous plan. 

I pray, dear Lord, with humble heart 
That we may strive to be. 
Not just today, but every day, 
A little more like Thee. 

— Maxine S. Pope. 


Christmas is a solemn time 
Because, beneath the star. 
The first great Christmas gift was given 
To all men near and far. 


The sheep in the fields were sleeping, 
The shepherds watched that night. 

When through the darkness gleaming, 
There came a wondrous light. 

For down in a lowly stable 

The baby Jesus lay, 
While Mary, loving mother 

Watched by His bed of hay. 

The stars were all twinkling, shining. 

And guided by a star. 
The three wise men, rejoicing, 

Sought Jesus from afar. 

And all of God's bright angels 

Sang in the heavens above, 
To tell that Baby Jesus 

Had come to bring God's love. 

— Selected. 

(For Courses la, 7, and 9, Christmas lessons for December 22; 
for Course 1, lesson of December 15, "When Jesus Came Here To 
Live"; for Course 3, lesson of December 22, "Jesus Was Born To 
Serve in the Kingdom"; and for Course 5, lesson of December 22, 
"To Give and Share — True Meaning of Christmas.") 


While shepherds watched their flocks by night, 

All seated on the ground, 
The angel of the Lord came down, 

And glory shown around. 

"Fear not," said he, for mighty dread 
Had seized their troubled mind, 

"Glad tidings of great joy I bring. 
To you and all mankind. 

"To you, in David's town, this day 

Is bom, of David's line. 
The Saviour, who is Christ the Lord; 

And this shall be the sign: 

"The heavenly Babe you there shall find 

To human view displayed. 
All meanly wrapt in swathing-bands, 

And in a manger laid." 

Thus spake the Seraph; and forthwith 

Appeared a shining throng 
Of angels praising God on high. 

Who thus addressed their song: 

"All glory be to God on high. 

And to the earth be peace: 
Good will henceforth from heaven to men. 

Begin and never cease!" 

— Nahum Tate and Nicholas Brady. 


Once there lay a little baby 

Sleeping in the fragrant hay; 
And that lovely infant stranger 

Brought our first glad Christmas day. 

Shepherds on the hillside, watching 
Over wandering flocks at night, 

Heard a strange, sweet strain of music. 
Saw a clear and heavenly light. 

Which has shone through all the ages. 

And each year throughout the earth. 
Children love to hear the story 

Of the gentle Christ Child's birth. 

And they seem to see the beauty 

Of the eastern star again; 
And repeat the angels' chorus, 

"Peace on earth, good will to men." 

— Selected. 

^Outlines for Primary Grades (1930-31), Compiled by Matilda 
Peterson. No publisher given. 
Library File Reference: Jesus Christ — birth. 




PellowstLiping Through 
The Gospel 
^^^ Essentials Class 

Paul Jaegerman and his son 
Barney, converts of four months, 
gave their first 2 1^^ -minute talks 
recently in the Monroeville Branch 
Sunday School. The congregation 
listened intently, almost breath- 
less, as they rejoiced in the knowl- 
edge, confidence, and testimony of 
their new friends in the Church. 

The superintendent recalled 
fondly his own first 2 1/4 -minute 
talk as a new member five years 
ago. The branch president beamed. 
The acceptance which the Jaeger- 
mans had received at the time of 
their baptism seemed now to be- 
come genuine fellowshiping as the 
members heard them speak. 

Monroeville is a young branch. 
About one third of the adults in its 
Sunday School attend the Gospel 
Essentials class. Each class period 
begins with an invitation for ques- 
tions. Sometimes class members 
want an answer to take back to 
questioning neighbors. 

Often the lessons are given using 
the scriptural passages cited in the 
text, and the class members realize 
that the scriptures are an accepted 
basis for resolving any questions 
which might be posed by members 
of the Church. They learn that 
righteous living and the testimony 
of the Holy Ghost, rather than 
extensive knowledge or experience 
in the Church, are the standards 
by which they should judge them- 
selves. Gradually, new converts 
come to realize that life in the 
Church is participation in the 
Church. They anticipate and pre- 
pare themselves to give their first 

In Monroeville the Gospel Es- 
sentials class is scheduled for a pair 
of speakers about every sixth week. 
The speakers seldom repeat be- 
cause they are often called soon 

afterwards to responsibilities which 
take them out of this class. 

Paul, for example, was called to 
teach one of the teen-age classes 
in Sunday School. During the past 
year, members of the Gospel Es- 
sentials class have been called as 
assistants to the superintendent, 
secretary, librarian, coordinator, 
teachers, and recently as leaders in 
a new dependent Sunday School. 
They have been advanced in the 
Priesthood, and also called to teach 
in other auxiliaries. The steady 
supply of new speakers is main- 
tained through the efforts of the 
full-time missionaries and the class 
members themselves. 

Dorothy Giles, a member of nine 
months, converted a fellow hospital 
patient and brought a family of 
four into the Church. One mission- 
ary said that it was easier to in- 
vite people to Sunday School 
knowing that there was a good 
class for investigators. 

The missionaries have often in- 
vited the teacher of this class and 
his family to attend their baptis- 
mal services and have asked him 
to speak and to assist in the con- 
firmations. Consequently, the class 
teacher and his family have come 
to be viewed by the new members 
as assistants to the missionaries 
and as stable persons in their iden- 
tification with the Church. 

On one occasion the teacher and 
his family were invited to dinner 
by a class member, and they found 
themselves being treated with the 
same respect and appreciation that 
missionaries enjoy. On another 
occasion, the teacher was called 
upon to express sympathy for the 
apparent plight of a class member 
who found that her fine things 
were being crowded out of her 
bureau to make room for the books 

and report forms of her new-found 

The Gospel Essentials class rep- 
resents a significant opportunity 
for bridging the gap in the lives 
of new members, from the careful 
attention given to them by full- 
time missionaries to their inde- 
pendent acceptance of responsible 
positions in the work of the 
Church. Furthermore, the class 
provides an unusual opportunity 
to be a teacher, friend, and confi- 
dant to some of the finest people 
in the world — the converts to The 
Church of Jesus Christ of Latter- 
day Saints. — Charles Faux* 

* Brother Faux is a graduate student at 
Carnegie Technical Institute, Pittsburgh, Pa. 
He is the son of Bishop and Mrs. Merrill C. 
Faux, Yale Ward, Bonneville Stake. 
Library File Reference: Sunday Schools — Mor- 


(Our Cover) 

Hawaii is a magic word! It 
means lovely islands, pleasant 
skies, and sparkling seas. It 
means flowers, rainbows, and 
palm trees rustling in the 
tradewinds. Most of all, it 
means friendly people with 
fascinating traditions, charm- 
ing customs, and gracious 

In the picture, Henry Soren 
is presenting to his neighbor. 
Sister Lindsay, a beautiful 
hibiscus, one of the most col- 
orful flowers of the islands. 
These choice Hawaiian peo- 
ple live in Laie, famous for 
our temple and the Church 
College of Hawaii. 

— Kenneth S. Bennion. 

(For Course 1, lesson of October 13 
and 20, "Neighbors Should Be Kind to 
Each other" and "We Are Learning To 
Be Kind Everywhere"; for Course la, 
lessons of October 27 and November 10, 
"Our Friends and Neighbors" and "We 
Share with Others.") 



Answer to Your Questions 

Who May Pray in Sunday School? 

Q. Is it necessary that the person offering the 
opening prayer in Senior Sunday School hold the 
Priesthood? — Chicago Stake. 

A. No. Any proper person capable of giving an 
appropriate prayer may be called upon to do so. 

May Sunday School Classes Have Outside Parties? 

Q. Is it permissible for the teacher or class officers 
to promote parties for the class during the week? 

— Aberdeen, Washington. 

A. It is permissible for the teacher or the class 
officers to promote parties for the class during the 
week. The party should be under the direction of 

the teacher and, where transportation is involved, 
with the consent of the bishop. These parties should 
be for a special purpose and not in substitution of 
the activities of the MIA. 

How May Class Parties Be Financed? 

Q. May Sunday School classes have bake sales 
to finance an outing? On whom may they call for 
donations? — Aberdeen, Washington. 

A. The bishop should approve any financing plans 
that call on the members of the ward for donations 
other than from the parents of the members of the 

— Superintendent Lynn S. Richards. 

Library File Reference: Sunday Schools, Mormon, Local Leadership. 

Memorized Recitations 

for Dec. 1, 1963 

To be memorized by students in 
Courses 7 and 13 during August 
and September and to be recited 
in the worship service December 1 
(taken from A Uniform System 
for Teaching Investigators). 

Course 7: 

(This scripture applies to faith 
and works.) 

"Thou believest that there is one 
God; thou doest well: the devils 
also believe, and tremble. But 
wilt thou know, vain man, that 
faith without works is dead?" 

-Barnes 2:19, 20. 

Course 13: 

(This scripture applies to the 
resurrection and the judgment.) 

"And I saw the dead, small and 
great, stand before God; and the 
books were opened: and another 
book was opened, which is the book 
of life: and the dead were judged 
out of those things which were 
written in the books, according to 
their works. And the sea gave up 
the dead which were in it; and 
death and hell delivered up the 
dead which were in them : and they 
were judged every man according 
to their works." 

— Revelation 20:12, 13. 


Oct. 4, 5, and 6, 1963 

General Conference 

• • • 

Oct. 6, 1963 

Sunday School Conference 

• • • 
Dec. 22, 1963 

Christmas Worship Service 

The Deseret Sunday School Union 

George R. Hill, General Suverintendent 
David Lawrence McKay, First Assistant General Superintendent; Lynn S. Richards, Second Assistant General Superintendent; 
Wallace F. Bennett, General Treasurer; Paul B. Tanner, Assistant General Treasurer; Richard E. Folland, General Secretary 


George R. Hill 
David L. McKay 
Lynn S. Richards 
Wallace F. Bennett 
Richard E. FoUand 
Lucy G. Sperry 
Marie F. Felt 
Gerrit de Jong, Jr. 
Earl J. Glade / 

A. William Lund 
Kenneth S. Bennion 
J. Holman Waters 
H. Aldous Dixon 
Leland H. Monson 
Alexander Schreiner 
Loma C. Alder 
A. Parley Bates 

William P. Miller 
Vernon J. LeeMaster 
Claribel W. Aldous 
Eva May Green 
Melba Glade 
Addie L. Swapp 
W. Lowell Castleton 
Henry Eyring 
Carl J. Christensen 
Hazel F. Young 
Florence S. Allen 
Beth Hooper 
Asahel D. Woodruff 
Frank S. Wise 
Clair W. Johnson 
Delmar H. Dickson 
Clarence Tyndall 

Wallace G. Bennett 
Addie J. Gilmore 
Camille W. Halliday 
Margaret Hopkinson 
Mima Rasband 
Edith M. Nash 
Minnie E. Anderson 
Alva H. Parry 
Bernard S. Walker 
Harold A. Dent 
Paul B. Tanner 
Catherine Bowles 
Raymond B. Holbrook 
Joseph Fielding Smith, 
Lorin F. Wheelwright 
Fred W. Schwendiman 
Lewis J. Wallace 


Clarence E. Wonnacott 
Lucy Piece 
Arthur D. Browne 
J. Roman Andrus 
Howard S. Bennion 
Herald L. Carlston 
O. Preston Robinson 
Robert F. Gwilliam 
Dale H. West 
Bertrand F. Harrison 
Willis S. Peterson 
Greldon L. Nelson 
Thomas J. Parmley 
Jane L. Hopkinson 
Oliver R. Smith 
G. Robert RufE 

Anthony I. Bentley 
Mary W. Jensen 
John S. Boyden 
Golden L. Berrett 
Marshall T. Burton 
Edith B. Bauer 
Elmer J. Hartvigsen 
Donna D. Sorensen 
Calvin C. Cook 
A. Hamer Reiser 
Edgar B. Brossard 
Robert M. Cundick 
Clarence L. Madsen 
J. Elliot Cameron 
Bertrand A. Childs 
John R. Halliday 
James R. Tolman 

Richard L. Evans, Howard W. Hunter, Advisers to the General Board 



Let Your Teacliiiig Be Inspiring 

An ancient king decided to honor the one who 
was judged to be the greatest of his subjects. One 
was praised because of his wealth and property; 
another was lauded for his knowledge of law; still 
another for his power of healing the sick and lame. 
Finally all had come who had brought honor to them- 
selves, the king, and the country. Then came another 
candidate — a stooped and shabbily dressed old wom- 
an from whose dim eyes shone the light of knowledge, 
understanding, and love. 

**Who is this," demanded the king, "and what 
has she done?" 

'"You have seen and heard all the others," was 
the reply. "This woman was their teacher." 

The people applauded mightily and the king de- 
scended from his throne to do her honor. 

This old fable well depicts the importance placed 
upon the worth of a teacher, especially within the 
Church of Jesus Christ; for all men who achieve 
success in this life owe much to those who found 
time to make lessons become both meaningful and 
inspirational. The Lord advised: ". . . teach one 
another according to the office wherewith I have ap- 
pointed you." (Doctrine and Covenants 38:23.) 

Think for a moment of those teachers who have 
attempted (or who are attempting) to guide both 
your secular and religious thinking. Choose one or 
two who are outstanding. What criteria did you 
use to arrive at these choices? 

One teacher you may like because of his humor; 
another because of his unique ability to put over a 

message; yet another because he shows special inter- 
est in a particular problem which you may have. Per- 
haps the most motivating of all criteria, however, is 
the ability which the teacher has not only to put 
over a message but to inculcate a feeling of spiritual 
betterment in the life of the student so that the 
student might establish and achieve worthy ideals 
and objectives. The truly inspired teacher will 
possess a balanced combination of these traits, with a 
multitude of others. 

To be really inspiring, one must be governed by 
ideals; and a teacher to be inspiring must teach 
ideals. There are at least three requirements for 
teaching ideals: 

( 1 ) Personal conviction of the importance which 
the ideals have for the life of the individual. 

(2) Setting forth analogies or illustrations of 
these ideals which are within the meaning- 
ful realm of the student's experiences — and 
will tend to assure comprehension and avoid 

(3) The courage to stand up and live these ideals 
despite any personal sacrifice involved. 

First, let us suppose a teacher was talking with 
his class about the operation of the Church's welfare 
program. Although this teacher may perform all of 
the welfare assignments given to him, he is forever 
complaining and thus working reluctantly as the as- 
signments are being completed. How then can he 
teach this subject enthusiastically, without a per- 
sonal testimony of it? 

*To teach better, study your students in their activities. *To hold students, do not let new difficulties defeat you. 





The ancient Chinese philosopher, Confucius, is 
supposed to have said that one picture is worth a 
thousand words. So it is with the use of verbal 
pictures or illustrations. 

However, many difficulties in the teaching of 
ideals arise from ineffective or inadequate illustra- 
tions. When a teacher learns that the next lesson 
deals with the intangible principle of faith, she must 
determine how the use of tangible experiences will 
more readily permit her students to understand this 
somewhat abstract concept. If her illustrations are 
clear, complete, and concise, she will be more apt to 
achieve success; otherwise she will be only partially 

How often do we ardently teach concepts of ideals 
to others, only to make an occasional waiver for our 
own conduct? For example, suppose a father and 
his son are driving to an appointment. The father 
soon realizes that if they are to arrive on time, he 
must exceed the speed limit. The boy notices this 
and questions his father about it. To justify the 
violation, the father replies that if they are to be 
on time, they must speed; and, besides, there is no 
policeman nearby to apprehend them. The boy may 
now grow up with a distorted sense of values. 

Many of us rationaHze that we do not "break" a 
law, merely "bend" it upon occasion. As teachers, we 
must strive to be above reproach in all things and 
live the way we teach. Students will respond to 
applied inspired teaching more readily than to the 
"Do as I say (not as I do)" philosophy. 

In harmony with these suggestions are those of 
the late Dr. Howard R. Driggs. In answer to the 

query, "How can each one become a better teacher? 
How can artistry be cultivated in this master work?", 
he presents these propositions for consideration. 

1. Study children in their natural activities. . . . 

2. Set an inspiring example before those you 
would teach. . . . 

3. Cultivate habits and attributes that win re- 
spect and confidence. ... 

4. Keep ahead of the game. . . . 

5. Be one at heart with those taught. . . . 

6. Do not let difficulties at the outset discour- 
age and defeat you. . . . 

7. Joy is inherent in work well done. . . . 

8. Not all may reach the highest skill in teach- 
ing. All, however, can improve their skill 
and win joy in the service. . . .^ 

If a teacher instructs others without understand- 
ing these requirements and their application, his les- 
sons may be neither totally effective nor inspirational. 

"The successful teacher ever views his calling as 
an opportunity — not as an obligation. To associate 
with young people is a rare privilege; to teach them 
is an inspiration; to lead them into the glorious truths 
of the Gospel of Jesus Christ is heavenly joy it- 
self. . . ."2 

Do you qualify as an inspiring teacher? 

^Driggs, Howard R., The Master's Art, 1946 edition; Deseret News 
Press, Salt Lake City, Utah; pages 35-43. 

-Bennion, Adam S., Principles of Teaching, 1958 edition; Deseret 
News Press, Salt Lake City, Utah; preface. 

t Teaching at The Church College of Hawaii, Brother Provost 
serves also as the Oahu Stake Sunday School superintendent. He has 
previously been a teacher and principal of seminary in the Unified 
Church School System. Brother Provost, who filled a mission to 
South Africa, has held many ward and stake positions, including serv- 
ing on the high councils of the Millcreek and Winder Stakes. 
Library File Reference: Teachers and Teaching. 

*To be a better teacher, study to keep ahead of the game. *To have rewarding experiences, strive to be inspiring. 




Senior Sunday School Hymn for the Month of December 

"While Shepherds Watched Their 
Flocks by Night"; Hymns — 
Church of Jesus Christ of Latter- 
day Saints, No. 222. 

This is a genuine carol for 
Christmas time. The text is a ver- 
sification of the scriptural account, 
and the melody is a Yorkshire folk 
tune. The predominant expression 
in this hymn is given in the words, 
"Glad tidings of great joy." There- 
fore, let us sing in a joyful spirit. 
This does not mean a spirit of 
light-heartedness, but rather one 
of happy thanksgiving to our 
Heavenly Father for the wondrous 
things He has wrought for us, His 

It is interesting to note bow, 
prior to the time of the Prophet 
Joseph Smith, prior to the Resto- 
ration of the Gospel in our day, the 
hymns which Christian people sang 
were often sad, even complaining, 
in spirit. They described this life 
as a vale of sorrow and tears, as 
indeed it was and often still is 
among non-Latter-day Saints. Not 
only the words but also the melo- 
dies expressed sadness. But Lat- 
ter-day Saints do not sing mourn- 
ful hymns, not even concerning the 
fall of Adam, because modem reve- 
lation has told us: "Adam fell that 
men might be; and men are, that 
they might have joy." (2 Nephi 

Therefore we believe in singing 
all hymns with happiness, thanks- 
giving, and joy. The Lord's plans 
and purposes are all directed to- 
ward the good and happiness of 
His children here on earth. The 
Latter-day Saints are strongly 
committed to hymns of happiness: 
". . . no toil nor labor fear; but 
with joy wend your way." "And 
should we die. . . . Happy day! All 
is well!" "Though deepening trials 

throng your way, Press on, press 
on, ye Saints of God!" 

To the Chorister: 

It is not easy to beat the begin- 
ning of this hymn so that the con- 
gregation will all begin together. 
This will require some care and 
practice on the part of the con- 
ductor. There are two rather slow 
beats per measure. Notice care- 
fully that the opening note re- 
quires only half of such an upbeat. 
Therefore, we recommend that 
you beat two quick upbeats for this 
first note, one being preparatory 
and the other being the one on 
which everyone begins to sing. In 
other words, we subdivide the first 
beat. The second quick beat will 
be the accented one in your beat 
pattern, and the one on which you 
will attempt to gather all singers 
together for the first word of the 

Give good attention to the met- 
ronome indication. Beware lest you 
beat this hymn too rapidly, and 
make the words come too thick 
and fast. They need not be hur- 
ried. We want to enjoy them as 
we sing them. 

To the Organist: 

Three observations for organ- 
ists: 1. Use a bright- toned organ, 
with some high-pitched stops. 2. 
Use no pedals, because they would 
be not only too difficult to play 
but also inconsistent with the hap- 
py style of the music. 3. Please 
correct in your copy one misprint- 
ed note. (There is no need to men- 
tion this to the singers. Just play 
the note correctly.) In the second 
line, fourth measure, the first note 
"A" in the alto, should be a "G." 
— Alexander Schreiner. 

(The hymn for January, 1964, will be 
Mighty Fortress," Hymns, No. 3.) 

When Is the Mind Full? 

The out-of-the-way places 
around a home are usually used for 
the storage of a great variety of 
impedimenta. And how items do 
collect over the years! In time they 
fill every available space in the 
basement, the garage, and the at- 
tic. The wild accumulation of ma- 
terials is something to behold. The 
attics fill up all too readily. 

The top of our heads is also a 
kind of storage place, though not of 
material goods. Here we store 
things of the mind and of the spirit. 
It seems that there are still some 
people who misunderstand the 
great and unlimited storage capa- 
city which the good Lord has built 
into the human mind. Some peo- 
ple are still afraid to learn new 
things in life and to commit new 
things to memory for fear of get- 
ting the mental attic filled up. 

Doctor Watson has related his 
surprise at finding out that the 
great Sherlock Holmes had never 
heard about the solar system. And 
he was astonished to find that 
Holmes had no intention of listen- 
ing to its description, on the odd 
theory that his brain was like an 
attic, with only limited room in it. 

The marvel of our minds is that 
the more we learn and memorize, 
the easier it becomes to learn and 
memorize ever more and more, and 
more easily. 

One of the delights of a well- 
furnished mind is its content of 
wisdom and poetry. Our hymn- 
book is a rich collection of Gospel 
truths and wisdom, expressed poet- 
ically. We will do well to pay af- 
fectionate attention when we use 
this book, and to commit much of 
it to our ready memory. 

— Alexander Schreiner. 



Junior Sunday School Hymn for the Month of December 

"Away in a Manger"; ascribed to 
Martin Luther; The Children Sing, 
No. 152. 

The Christmas hymn for the 
month of December tells us of the 
birth of our Saviour. This glorious 
message was given to humble shep- 
herds as they were watching their 
flock by night. A bright light ap- 
peared in the sky; and, as they 
were looking at this light, an angel 
appeared unto them and said: 

. . . Fear not: for, behold, I bring 
you good tidings of great joy, 
which shall be to all people. For 
unto you is born this day in the 
city of David a Saviour, which is 
Christ the Lord. And this shall be 
a sign unto you; Ye shall find the 
babe wrapped in swaddling clothes, 
lying in a manger. (Luke 2:10-12.) 

Then a chorus of angels ap- 
peared, singing and praising God. 
When the angels were gone into 
the heavens, the shepherds pre- 
pared to go to Bethlehem. There 
they found Mary, Joseph, and 
". . . the babe wrapped in swad- 
dhng clothes, lying in a manger." 

"Away in a Manger" is written 
as a lullaby for the Christ child. 
Both the text and the music are 
of high quality. It is believed they 
were written by Martin Luther, a 
German reformist who composed 
religious music during the fifteenth 
and sixteenth centuries. 

There are several musical set- 
tings to the text of this song. Those 
who are unfamiliar with Martin 
Luther's musical setting should 
study the music carefully so as to 
appreciate the beauty and simpli- 
city of this melody. 

The song may be introduced by 
selecting pictures from the Christ- 
mas group of the flannel cutouts 
for The Children Sing, Set No. 2. 
Pictures M-j-1, M-j-2, M-j-3, and 
M-j-4 will help children visualize 
the manger scene. 

As the song is being taught, let 
us use only the pictures that per- 
tain to the part being taught. Both 

verses should be used. When they 
are learned, children will enjoy 
seeing all the pictures at one time. 

To the Chorister: 

"Away in a Manger" is a lulla- 
by written in % time. The music 
is in the key of "F," with the mel- 
ody notes having a range of one 

The song is composed of four 4- 
measure phrases. The notes of 
the first and third phrases are de- 
scending and are alike. However, 
the notes of the second and fourth 
phrases are different, although the 
last three notes of each phrase are 
ascending or progressing upward. 
Observe that the first note of each 
phrase begins on the third beat 
of the preceding measure. 

When preparing the number, 
choristers should check the note 
values of the song so that the 
rhythm may be taught correctly. 
Sometimes musicians will rely on 
their memories rather than refresh 
their memories by looking at the 
printed page of the song. 

Sing the Christmas lullaby 

quietly and at a moderate tempo, 
remembering that hand and body 
movements should not be used by 
the children when singing in the 
worship service. 

To the Organist: 

The music should be played in 
a quiet, legato manner and at a 
moderate tempo. Organists, please 
follow the chorister carefully so 
that the children may have time to 
breathe after each phrase. 

As Christmas songs are only 
sung at Christmas time, use the 
music as a prelude at the worship 
service during the preceding month 
if you feel it is unfamiliar to the 
majority of the children. 

I hope that many of our Junior 
Sunday Schools will review the 
new Christmas number, "Hosan- 
na," written by Rita S. Robinson, 
and use it for the Christmas pro- 
gram. It appeared in The Instruc- 
tor in August as the hymn for the 
month of October, 1963. 

— Florence S. Allen. 

(The Junior Sunday School hymn for Jan- 
uary, 1964, will be "Sweet Is the Work, My 
God, My King," The Children Sing, No. 27.) 

December Sacrament Gems 

For Senior Sunday School 
". . . Be ye all of one mind, hav- 
ing compassion one of another. . ."^ 

iJ Peter 3:8. 

For Junior Sunday School 
Jesus said: "This is my com- 
mandment, That ye love one an- 
other, as I have loved you."^ 

^John 15:12. 

Organ Music To Accompany December Sacrament Gems 







r r*r r 





Melvin W. Dunn 

























by Eudora Widtsoe Durham* 

Editor's Note: This story is written especially for re- 
telling to children and to youth. The author has done ex- 
tensive research on the early schools of the Church, such as 
those established by the Pioneers when colonizing in the 
valleys of the Rocky Mountains under the direction of Presi- 
dent Brigham Young. The story, names, and place are 
fictional; the facts — extracted from journals, recollections of 
elderly persons, and other historical sources — are authentic. 

THE days are becoming rather chilly, thinks Suzie 
Jane. She realizes that soon all the days of the 
family will be devoted to helping Father perform the 
many chores necessary for the family to eat during 
the long, long winter that lies ahead. 

Their root cellar has been enlarged so that they 
can store the harvest of apples, carrots and other 
root vegetables. Especially are they grateful that 
the season has been "right" for the potato crop. 
This crop serves not only as the mainstay of 
their winter diet, it is also their money — to be used 
in trade and barter for their other needs. 

The Hansens, Suzie Jane's family, joined the 
Church in their native land. Then they mi- 
grated to Nauvoo. Firmly believing that "a man is 
saved no faster than he gains knowledge," Brother 
Hansen had been keenly interested in seeing that 
schools were provided for the children of the Saints. 
Just as it seemed that their efforts had been 
rewarded, sorrow fell upon the Saints: the Prophet 
Joseph Smith was taken from the earth. 

(For Course 11, lesson of November 3, "Early Church Schools"; 
and for lessons on early Pioneer history.) 

'■'Considering the position of homemaker and wife to be the most 
important, Sister Durham has served in that capacity for the past 27 
years. She has been educated in various schools: William M. Stewart 
School, Salt Lake City; Queen Mary High School for Girls and Uni- 
versity of Liverpool, England; London School of Economics and 
Political Science, England; and Alliance Francaise, Sorbonne, Paris, 
France. Sister Durham graduated with a B.S. degree from the Uni- 
versity of Utah and taught school before her marriage. In Church 
work, she has served as a teacher, organist, counselor, and director in 
the Sunday School, Primary, Relief Society, and YWMIA organiza- 
tions. Sister Durham and her husband, G. Homer Durham, president 
of Arizona State University at Tempe, have two married daughters 
and one son. 

■-■ \\ , 

The Hansens then left their home and comforts 
and followed the body of the Church to Zion. Be- 
lieving as they did in the guidance of the Prophet — 
now Brigham Young — it was not too difficult for 
them, when "called" by President Young, to leave 
Salt Lake City along with several other loyal and 
devoted families to colonize Riverdale. 

They had been advised by President Young, "The 
Glory of God is intelligence . . . ," both in things 
material and spiritual. (Doctrine and Covenants 
93:36.) Usually, the first public building to be 
built in any of the Mormon settlements was a com- 
bination school-church building. After the building 
of homes, and after the planting, the men of River- 
dale united to build a one-room log building that 
was to serve as a Church and a school. They then 
constructed a table and bench for the teacher, and 
several split-log benches for the students. 

Each child was made responsible for his own slate, 
there being a scarcity of such things as blackboards 



and writing paper. On a holiday-picnic day, the 
families hiked to nearby hills to look for outcroppings 
of slate rock. The men carefully chipped and 
smoothed the edges of the most likely pieces to be 
used by the children, and the children tried to be 
very careful of their slates. If a slate were broken 
it would be some time before another trip could be 
taken to gather more. 

Riverdale had been fortunate when Sister Low- 
ther agreed to be the teacher. She loved teaching, 
and she loved children. She so loved learning her- 
self that she gave the desire to cultivate life-long 
learning to many of those who were her students. 
Books were scarce. Sister Lowther had a few; and 
the Hansens and other families who were fortunate 
enough to own a book or two were happy to have 
her use them in the teaching of the children. 

Suzie Jane is happy this fine autumn day. She 
remembers that the brethren who went to conference 
with her father last April were able to bring home 
enough books that each student could have his own 
"speller" (spelling book). The potatoes had been 
sufficient not only to buy Suzie Jane a "speller," but 
also there was enough left over to pay Sister Lowther 
a tuition or fee for teaching Suzie Jane. 

Sister Lowther has very few discipline problems. 

The parents teach their children that as learning is 
essential, paying for the privilege of learning is also 
very necessary, whether in produce or money. If the 
teacher has to take precious school time to teach 
the young people manners that should have been 
taught at home, then they are not getting full value 
for the time spent in gaining knowledge in the 
school. Suzie Jane and her schoolmates are aware of 
the sacrifices made by their parents to help them 
gain an education. Many children do their best to 
remember the rules of politeness and consideration 
that have been taught them in their homes. 

Aside from illness, there are two other excuses 
that are acceptable for absence from class. One is 
for the girls to help their mothers on washday. De- 
pending on the size of the family, it takes almost 
every member of the family to help carry the water 
from the well or the creek to the stove to be heated 
and poured into the washtub. After the washing, help 
is needed to empty the soiled water and then to 
hang out the clothes to dry. Towards evening, some- 
one will help bring in the dry clothes — sort, fold, and 
put them away. There are clothes for each mother to 
iron — but not until the next day. (The children un- 
derstand that school clothes are not to be "played" 
in. Suzie Jane and her friends always run home after 
school, change into the play pinafore, check with 
their mothers for errands to run, or other chores, 
before running out to play their favorite games with 
one another.) 

The second acceptable excuse is for the boys (and 
sometimes even the girls) to help at potato-digging 
time. This has to be; everyone must do his share 
at that time. It is truly a community effort. 

Yes, life is wonderful in Riverdale thinks Suzie 
Jane. We live in warm, comfortable homes. We 
have friends. We are able to go to Church and school. 
We have parties once in awhile. Father says we 
have enough potatoes this year to buy the white- 
wash to cover the inside of the schoolhouse. It will 
look and smell very clean. 

Suzie Jane and her schoolmates have ahead of 
them another wonderful year to learn from Sister 
Lowther the many wonders of the world. They are 
grateful, for they as well as their parents know: "The 
Glory of God is intelligence, or, in other words, light 
and truth." 

Library File Reference: Pioneers, Mormon. 






Tlie Home and 
Cliiircli Can Be a Teactiino: Team 

To know the happiness that 
comes from living the Gospel of 
Jesus Christ, is what all Latter- 
day Saint parents and teachers de- 
sire for their children. Teachers 
and parents working together may 
nurture the religious growth of 
children. The home and Sunday 
School must be a team to make the 
Gospel live in the lives of boys and 

The home is the first and best 
school for the religious training 
of the child. Here the foundations 
of social and spiritual living are 
laid. But as the child grows, he 
needs also the kind of religious 

training that is provided by the 
Sunday School. When the home 
and the Church work together as 
a team, the possibilities for spirit- 
ual development of the child are 

Attitude is of prime importance 
in spiritual learning. When the 
child comes to Sunday School with 
a proper attitude, he has a desire 
to participate and is willing to co- 
operate with his teacher and class- 
mates. Then it is that he can be 
motivated to learn. The attitude 
of the child is influenced largely 
by the home as reflected in these 
thoughts below by Dorothy Law. 

Children Learn What They Live^ 

If a child lives with criticism, he learns to condemn. 

If a child lives with hostility, he learns to fight. 

If a child lives with fear, he learns to be apprehensive. 

If a child lives with ridicule, he learns to be shy. 

If a child lives with jealousy, he learns to feel guilty. 

41 * 4: 

If a child lives with encouragement, he learns to be confident. 
If a child lives with tolerance, he learns how to be patient. 
If a child lives with praise, he learns to be appreciative. 
If a child lives with acceptance, he learns to love. 
If a child lives with approval, he learns to like himself. 
If a child lives with recognition, he learns it is good to have a goal. 
If a child lives with fairness, he learns what justice is. 
If a child lives with honesty, he learns what truth is. 

If a child lives with security, he learns to have faith in himself and those about him. 
If a child lives with friendliness, he learns the world is a nice place in which to live. 

With what is your child living? 

Each Sunday morning in Sun- 
day School a lesson is presented. 
This lesson is a small part of the 
Gospel. It is planned to help the 
child live a better life. The teacher 
who is alert to the needs of her 
children plans materials and activ- 
ities which will motivate them to 
action. This action or application 
of the lesson is most important. "It 
is not the amount that any indi- 
vidual may know that will benefit 
him and his fellows; but it is the 
practical application of that knowl- 

When parents are aware of the 
principles which are taught in Sun- 
day School, they can do much to 
reinforce what has been learned. 

The home can offer many experi- 
ences in living the Gospel. Talking 
with the child and giving him an 
opportunity to tell what he has 
learned at Sunday School will do 
much to aid in his spiritual growth. 
Repetition has genuine value; and, 
as he repeats the thoughts and 
feehngs that he has gained from 
the lesson, they will be planted 

(For parents and teachers of children.) 
lAs heard on the Myron J. Bennett program, 

KABC, Los Angeles, Calif. 
2Grant, Heber J., "Concerning Inactive 

Knowledge," The Improvement Era (Marcli. 

1943) , page 141. 



by Margaret I. Kitto 

more firmly in his mind and heart. 
Also, if he has any misconceptions, 
the parent will have the opportu- 
nity to correct them and help him 
understand any part of the teach- 
ing that is not clear to him. 

John returns from Sunday 
School and attempts to tell a story 
from The Book of Mormon, but he 
is confused about some of the de- 
tails. Mother and John open The 
Book of Mormon and together 
read the story and talk about it. 
Mother asks John to prepare to 
tell the same story to the family 
for Family Night. 

Mary reports that she knows all 
about paying tithing now that they 
have talked about it in Sunday 
School. A wise and loving parent 
helps Mary to count her pennies 
and take her tenth to Church 

where she has the experience of 
paying her tithing. 

Susan talks about the Pioneers 
during Sunday dinner. After din- 
ner Father loads the whole family 
into the car and drives to "This- 
is-the-Place" monument. Greater 
love, appreciation, and reverence 
for the Pioneers swells in each 
heart as, seated on the grass beside 
the monument, the family hears 
Father tell again the loved Pioneer 

On returning from Sunday 
School, Michael reminds his family 
that they must keep the Sabbath 
day holy. Together they decide 
what activities would be appro- 
priate for the day. 

Peter tells about a Sunday 
School lesson on prayer. His par- 

ents take time to listen and talk 
with him about personal prayer. 
Mother tells Peter of an experience 
she had as a little girl when her 
prayer was answered. Next morn- 
ing Father takes time to review 
with Peter the parts of a prayer 
and then helps him speak for the 
family in prayer. 

Simple experiences, yes, but ex- 
periences that may have a vital 
influence throughout the life of the 
child. When the home and the 
Sunday School cooperate in a com- 
mon purpose — to inspire the child 
to live more fully the Gospel — 
then, and only then, will the child 
find the joy which comes from fol- 
lowing the teachings of our Lord 
and Saviour, Jesus Christ. 

Library File Reference: Family Life. 

Father Ray C. Johnson takes advantage of every opportunity 
to review with his son, Jim, principles taught in Church. 

Time is included in Mrs. Homer R. Warner's busy schedule 
for helping Willard find, understand, and apply scriptures. 



And again, let all the records be had in order, that 
they may be put in the archives of my holy temple, 
to be held in remembrance from generation to gen- 
eration, saith the Lord of Hosts. 

— Doctrine and Covenants 127:9. 

Effective ways to 

prepare and preserve 

research notes 

by V. L. Jones'" 

The beginning researcher must learn how to com- 
pile research data in an orderly manner before he 
begins using source materials. Likewise, it is im- 
portant that the experienced researcher take steps 
to overcome the confusion and disarray that often 
typifies genealogists' files. 

Most Church members recognize their respon- 
sibility to compile complete, correct family group 
records for the marriage unions involving pedigree 
ancestors. It is, however, important that these rec- 
ords be substantiated with complete case histories 
of the research performed. 

Every researcher should perform his work in 
such a manner as to make it unnecessary for anyone 
else to repeat the process. Likewise, none of us has 
the right to assume that our genealogical conclusions 
are going to be acceptable to posterity without scru- 
tiny. As long as research responsibilities rest equally 
upon each member of the Church, no one can safely 
stake his exaltation upon the research conclusion of 

He should first carefully examine, not only the 
evidence behind these conclusions, but the original 
data which constitutes the basis of that evidence. 
This being the case, both data and evidence must be 
preserved by the researcher to support his genealog- 
ical decisions. 

Files should be maintained in such a condition, 
from day to day, that anyone else can continue from 
where he leaves off, should he be removed from re- 

(For Course 21, lesson of December 8, "Preservation of Research 
Notes"; and for lessons on genealogical procedures.) 

*Having been engaged in genealogical research for seven years 
and having taught four years at Brigham Young University, Brother 
Jones has familiarized himself with many of the principles involved 
in the field of note keeping in genealogy. He has attended BYU 
and the University of Utah, and holds a B.A. degree from BYU. 
Brother Jones has taught Sunday School and is president of an 
elders' quorum. He and his wife, Lore Jones, have four children. 

search activity for any reason. Far too much time 
and effort are lost as succeeding generations are 
forced to redo the research of their predecessors be- 
cause original efforts were not clearly documented. 
There are, doubtless, many research note-keeping 
systems being used by members of the Church which 
are adequate; nevertheless, it will be to the advantage 
of the beginner to establish minimum requirements 
or standards, and from these develop at least one 
simple and efficient system. 

Note Keeping Standards 

1. The scope of every search (jurisdiction or lo- 
cality, names, time period, and source) should be 
recorded briefly but in sufficient detail to convey 
even to a stranger exactly what was covered and how 
the search proceeded. 

2. The condition of the record and any unusual 
circumstances surrounding the search should be re- 
corded with exactness and clarity in order that the 
source, data, and evidence may be properly classified. 

3. The data must be preserved in its original 
form; any copy or extract from a source should be 
honestly recorded, without editing, in order that any- 
one else might be able to reconstruct accurately the 

4. Each piece of information should be kept free 
from every other piece; that is, research notes from 
two sources should never be recorded together on 
one piece of note paper. 

5. Each item must be clearly identified with its 

6. Some efficient means of organizing masses of 
data for thorough analysis is necessary. 



7. Inasmuch as the end product of the research 
is the single family unit record, it is unwise to re- 
cord information involving tw^o or more families on 
one note sheet. Information relating to one family 
should be kept separate, and not attached to data 
relating to a different family. 

8. Some orderly system for fihng correspondence, 
documents, reports, and other enclosures is neces- 

9. Behind each family group record a person 
causes to be filed in the Church Records Archives, a 
fully documented and understandable case history 
of the research must be preserved for others who will 
have need to make examinations later. 

10. The elements of any note-keeping system 
must be sufficiently cross-referenced to permit effec- 
tive use of all the materials compiled. 

11. The system must serve the researcher; the 
researcher should never become a slave to the system. 

There may be other desirable standards which 
could be added to this list; those given are consid- 
ered minimum if proper research standards are to 
be maintained. 

The System^ 

The following outline will be of assistance to 
those who feel a need for some workable procedure 
for record keeping. It is embodied in four sections: 

1. The Enclosure File. 

Every manuscript, document, letter, report or 
scraps of paper on which relevant information is re- 
corded must be preserved and filed in a manner which 
provides easy access. Two inexpensive devices found 
to be adequate are file folders vidth metal fasteners, 
and loose-leaf binders. Each document or set of doc- 
uments should be punched, numbered in sequence, 
and permanently filed. 

2. The Calendar. 

This is a Log or Sequential Listing of Searches. 
Its purpose is twofold: (1) it serves as a table of 
contents to the Enclosure Files; and (2) it is used 
to maintain a running, sequential, summary descrip- 
tion of all genealogical research activities, in suffi- 
cient detail to conform with the requirements of 
standards number one and number two outlined 
above. Emphasis is also laid upon the necessity to 
make a careful record of those searches which fail 
to add relevant data to the problem. 

iThe Monthly Preparation Meeting Helps, available through the 
Deseret Sunday School Union Board, 135 So. State St., Salt Lake 
City, Utah, of October for November, 1963, will contain examples 
of applications of this system and should be consulted by those at- 
tempting its implementation. 

3. Work Sheets. 

Doubtless the most important consideration of 
all is a device for recording research data to make 
them immediately accessible and easily systematized. 
Based upon the assumptions that all helpful informa- 
tion must be related directly to a given family or 
group of families and that they must be recorded in 
conformity with the demands of standards numbers 

3, 4, 5, and 6 above, it becomes apparent that an 
inexpensive family group form such as the familiar 
short form family group sheet or "work" sheet, 
makes the best sort of "note paper." 

If a researcher will record each piece of data from 
each source for each family on a separate work sheet, 
he will find that it becomes very easy (1) to identify 
the data with their sources, (2) to cross-reference 
notes to the enclosure files when appropriate, (3) 
to organize notes for necessary analyses, and (4) to 
keep each piece of information free of confusion with 
any other piece. 

It should be noted that it does not take any 
longer to copy notes onto separate sheets of paper, 
and the cost of paper is a very minor part of the cost 
of research when you consider the value of the 
amount of time spent. The use of bound note books 
makes it impossible to sort and arrange notes into 
any order, whereas separately entered items in a 
loose-leaf notebook can be quickly arranged into 
family units by alphabetizing. 

4. Case History. 

This is perhaps the newest concept in the system. 
It is, however, necessary if the work is to be properly 
recorded. At first consideration, it seems that the 
preparation of a research case history would be an 
extremely laborious task; however, if work sheets 
are used during the collection of data, the case his- 
tory is actually created during the research process. 

At such time as an ordinance sheet is prepared for 
submission to the Genealogical Society, Records Di- 
vision, all work sheets which have contributed to the 
compilation of that ordinance sheet should be filed 
together, forming the case history of the research 
into that family. 

If the sources from which the work sheets were 
created have been clearly recorded on each work 
sheet and if they have been honestly compiled, the 
work sheets will tell the entire story of the research 
behind that record. Likewise, if the search number 
(calendar entry number) is recorded on each work 
sheet, the examiner of the case history has easy ac- 
cess to the descriptions of the searches and the con- 
dition of sources. Through the calendar's cross ref- 



erences, he has access to the enclosure files. 

The only additional information needed to sup- 
plement the work sheets is a brief "write-up" when 
two sheets are in conflict, and it is necessary for the 
researcher to make choices. Resolving discrepan- 
cies involves value judgments, the part of research 
conclusions most apt to be scrutinized by future 
workers. Therefore, the researcher should insert into 
the case history summaries of his reasoning to sup- 
port such decisions. These comments should be en- 
tered in brackets [ ] on the work sheet involved. 

Ground Rules 

To clarify certain aspects of the system, a few 
basic rules of application may be helpful: 

1. When letters are written, an entry must be 
made on the calendar describing the action in proper 
detail, yet leaving sufficient room to later enter an 
account of the reply. Likewise, the carbon copy 
should be given an enclosure number, filed in the 
enclosure file, and the enclosure number should be 
entered on the calendar. When the reply is received, 
it and any accompanying report should be attached 
to the carbon copy. 

2. All genealogical information must be extracted 
from enclosures and entered on work sheets. This 
is necessary if all data concerning a given problem 
is to be made accessible for effective organization. 

3. The context of all notes should be recorded on 
the work sheets exactly as expressed in the sources. 
The researcher should not edit the information. If 
he wishes to inject opinions or interpretations, he 
should do so by using brackets, in order that even 
a stranger may detect where the source leaves off 
and his commentary begins. 

4. A separate system should be maintained for 
each major geographical area from which ancestors 
originate. It is not necessary to keep all of the ma- 
terials for an entire pedigree in one set of records: 
keep a set for Welsh research, one for Danish, one 
for Southern States, one for New England, one for 
Scotland, etc., as pedigree localities dictate. It is 
not wise to attempt to set up a file for each surname, 
each parish, each county, or each state. One ances- 
tral line may take you through a number of jurisdic- 
tions with any number of surnames tying in along 
the way. Such research cases should be maintained 
as a unit and not broken down by minor geographical 
jurisdictions or surnames. 

5. Many source documents refer to more than 
oiie family. In such cases, the work sheet made 
from such a record must be available for reference 
as each family ordinance sheet and case history is 
prepared. In creating a case history many work 
sheets will be removed from the reseacher's working 
file. Some of these may be needed during the com- 
pilation of other family groups. In such cases, care 
must be taken to prepare duplicates for the working 

6. Documents which a researcher is keeping in 
his "Book of Remembrance" need not be removed 
and filed in the enclosure files in order to be con- 
sistent with the system. The "Book of Remem- 
brance" is a part of a researcher's enclosure files, and 
reference on the calendar to "B. of R." effectively 
make the personal records section of the "Book of 
Remembrance" available for reference. 

7. In the event the researcher does not wish to 
punch holes in valuable documents which, neverthe- 
less, must be kept in an enclosure file, it is well to 
use a large manila envelope with a clasp fastener. The 
envelope is punched at the bottom for filing in fold- 
ers, or on the side for filing in loose-leaf binders, 
clasp downward. The enclosure number is entered 
on the envelope, and the documents are inserted 
from the bottom. 

8. The extent of cross-referencing within the 
system should be noted: work sheets are cross-ref- 
erenced to both the Calendar and the Enclosure 
Files; the Calendar is cross-referenced to the En- 
closure File; and the work sheets, those in case his- 
tories and the working file, constitute a detailed 
name index to the Calendar and the Enclosure Files. 
Work sheets need not be numbered, inasmuch as 
numeric sequencing would be destroyed anytime 
they are sorted alphabetically. 

9. There will not be an enclosure for each search 
entered on the calendar. When researching in orig- 
inal records during personal interviews, etc., the in- 
formation obtained should be extracted directly to 
work sheets without intermediate copying. 

The system lends itself easily to any number of 
refinements to suit the individual personally. How- 
ever, to omit any part of it, as here outlined, would 
severely lessen its effectiveness, if not, indeed, de- 
stroy its usefulness. 

Library File Reference: Genealogy. 



Tlie Lord's Law 
Of Revenue 

hy Richard 0. Cowan 

The history of tithe paying goes back to the time 
of the creation of the world. Adam, Enoch, and 
other early men of God observed the law. President 
Wilford Woodruff stated that "... whenever God 
had a people on the earth, they observed the law 
of tithing."^ 

In our own day, the earliest mention of this law 
in the Lord's revelations is found in the Doctrine and 
Covenants, section 64, verse 23. When this revela- 
tion was given in 1831, tithing had not yet become 
a commandment to be observed by the entire Church. 
Three years later, on Nov. 29, 1834, the Prophet's 
history records that he and Oliver Cowdery entered 
into a covenant to observe the principle of tithing. 
(See History of the Church, Vol. II, pages 174, 175.) 

Section 119 made tithing a law for the Church 
in 1838 as follows: 

And after that, those who have thus been tithed 
shall pay one-tenth of all their interest annually; 
and this shall be a standing law unto them forever, 
for my holy priesthood, said the Lord. (Doctrine 
and Covenants 119:4.) 

From that time until this, tithe paying has been 
an important part of the Lord's work on earth. 

It will be apparent from the above quotations 

that the Lord has promised great blessing to those 

who observe this law. President Joseph F. Smith 

dsecribed blessings possible through tithe paying 


. . . Those who are and continue to be enrolled 
in the book of the law of the Lord — on the tithing 
records of the Church — will continue to prosper, 
their substance will increase, and they will have add- 
ed unto them in greater abundance everything that 
they need; while those whose names are not recorded 
in the book of the law of the Lord will begin to 
diminish in that which they possess, until they will 
feel sorely the chastening hand of God.^ 

President Heber J. Grant reflected the same faith: 

I believe that when a man is in financial difficulty, 
the best way to get out of that difficulty . . . is to 
be absolutely honest with the Lord and never to 
allow a dollar to come into our hands without the 
Lord receiving ten per cent of it.^ 

(For Course 13, lessons of December 8 and 15, "Paying the 
Bills"; for Course 29, lesson of Nevember 10, "The Law of Tithing"; 
and of general interest.) 

iLudlow, Daniel H., Latter-day Prophets Speak, 1952 edition; 
Bookcraft, Salt Lake City, Utah; page 325. 

^Ludlow, Latter-day Prophets Speak, pages 329, 330. 

■'Ludlow, Latter-day Prophets Speak, page 330. 

President Grant suggested one good reason why 
tithe payers often receive temporal blessings: 

/ bear witness — and I know that the witness I 
bear is true — that the men and women who have 
been absolutely honest with God, who have paid 
their one-tenth, . . . God has given them wisdom 
whereby they have been able to utilize the remaining 
nine-tenths, and it has been of greater value to them, 
and they have accomplished more with it than they 
would if they had not been honest with the Lord.* 

President Grant cautioned that the blessings of 
prosperity promised do not always refer to material 
wealth. Our Church leaders have always stressed 
that spiritual blessings are the most important bene- 
fits of tithe paying. 

Now, I believe that people are blessed in propor- 
tion to their liberality. I am not saying that they 
always make more dollars perhaps, than the other 
man, but so far as an increase in the faith and in 
the testimony and the knowledge of the divinity of 
the work in which we are engaged, men that are 
honest with the Lord in the payment of their tithing 
grow as men never grow that are not honest; there 
is no question in my mind. . . .^ 

It is interesting to notice the peculiar relation- 
ship between tithe paying and the Lord's second 
coming suggested both in Malachi's writings and in 
the Doctrine and Covenants. The Lord promises 
that ". . . he that is tithed shall not be burned. . . ." 
(Doctrine and Covenants 64:23.) This has reference 
to the destruction of the wicked which will accom- 
pany the Saviour's coming advent. The Lord singled 
out observance of tithing as the factor which would 
preserve some from these burnings. President Joseph 
F. Smith pointed out that payment of tithes is truly 
one of the surest tests for personal worthiness among 
the members of the Church.^ 

It is true that one reason the Lord gave this law 
was to test the faith of the individual members and 
that He will bless them for observance of this prin- 

President Smith pointed out another basic reason 
for the tithe. He said: 

. . . The law of tithing is the law of revenue for 
The Church of Jesus Christ of Latter-day Saints. 
Without it, it would be impossible to carry out the 
purposes of the Lord.^ 

The Lord stated in Doctrine and Covenants 119:2 
that one of the purposes of the tithe was "For the 
building of mine house, and for the laying of the 
foundation of Zion and for the Priesthood, and for 
the debts of the Presidency of my Church." In the 
following revelation (Section 120) the Lord speci- 

*Ludlow, Latter-day Prophets Speak, page 330. 
"Ludlow, Latter-day Prophets Speak, page 331. 
«See Ludlow, Latter-day Prophets Speak, page 329. 
'Ludlow, Latter-day Prophets Speak, page 325. 



fied who was to direct the use of funds derived from 
the tithes. The committee on the disposition of 
tithes was to be composed of the First Presidency, 
the Council of the Twelve, and the Presiding Bish- 
opric; these brethren operate under the inspiration 
of the Lord. 

The accompanying diagram illustrates the per- 
centage of general Church funds expended for various 
activities. As one studies this subject, he is bound 
to realize that the Lord is having His tithes spent 
in such a way that the major benefactors are the 
Church members themselves. Furthermore, the Lord 
extends to us the opportunity of participating in the 
building of His kingdom and of receiving the bless- 
ing available by so doing. 

How should we keep this law? Our leaders have 
given us this counsel: "Tithe" means tenth, so our 
tithing is one-tenth of what we earn. It is best to 

pay as we receive our earnings rather than waiting 
until the end of the year. 

At the Presiding Bishopric's session of the April, 
1963, General Conference, President Henry D. Moyle 
of the First Presidency offered his views on tithing. 
He stated that in our modem age there are more and 
more opportunities being presented to the President 
of the Church to advance the Lord's work. Even 
though the Church is in solid financial condition, |^^ 
President Moyle suggested that we could still use ^^ 
more resources in order to take advantage of all these 
opportunities. He called upon the Church members 
to rededicate themselves to the observance of the law 
of tithing. It is the writer's prayer that we might 
accept President Moyle's challenge and keep the 
Lord's law of revenue so that His work might not be 

Library File Reference: Tithing. 


essential for* ever^y 
Sunday School 

by General Superintendent George R. Hill 

The most important calling to any member of the 
Church is that of Sunday School teacher of our 
precious children and youth. As soon as the person 
accepts that assignment, he should get on his knees 
and ask his Heavenly Father for guidance, for the 
ability to know intimately the full name and back- 
ground of every member of his class. This would 
include not only the particular child but also the 
other members of the family. Getting to know inti- 
mately the students and their idiosyncracies is 
bound to give the teacher a love for each student 
which may be reciprocated. This often enables the 
teacher and the student to instinctively form a close 
and loving partnership. 

This, of course, takes some time, particularly if 
the class is a large one. A manual for each student 
in the Senior Sunday School should be provided, 
upon which the student's name should be placed. 

Parents, if they could see and realize the value 
of their children having the manual from which reg- 
ular and individual assignments could be made, 
would readily buy the manual. 

In the Junior Sunday School, instructors should 
be provided with the manual and the picture packet 
for each class. Children more easily can be taught 

if the teaching is illustrated by pictures. Pictures 
can also enhance the Junior Sunday School worship 

The prayer meeting should be through in time 
for the superintendency and the teachers to meet 
and greet the children and youth as well as the par- 
ents, as they come to Sunday School. 

Nothing is so stimulating, to children and grown- 
ups alike, as a greeting in which the person is called 
by name. "Good morning, Charles; and how are 
you this beautiful morning?" is ever so much more 
love-provoking than is the greeting without the name. 
Particularly is this true for young children. If 
Charles is greeted by name by the superintendent in 
charge of Junior Sunday School, by the Junior Sun- 
day School coordinator, and by his teachers, much 
is done for his ego, and to help him to be ever so 
much more cooperative. 

I like, when possible, to have the teachers in 
the chapel so seated that they can precede the stu- 
dents to their classrooms, so that they can greet 
each student by name as he enters. This impresses 
the fact upon them that they are much-needed per- 
sons and not simply figureheads. This goes also for 
teachers of the Gospel Doctrine class, the Gospel 
Essentials class, the Parent and Child class, and the 
Genealogy class. 

When members of the superintendency or bish- 
opric congratulate the givers of 2 1/^ -minute talks or 
leader of sacrament gem or those who take other 
parts in the worship service, if they mention the 
person's name, it makes all the difference in the 
world to the persons who have performed. 

Library File Reference: Teachers and Teaching. 



%ht Cord's taw of "Reutnttc 







This was the morning after our 
arrival by car at Mazatlan, semi- 
tropical city deep down along 
Mexico's west coast. 

Now we planned some morning 
shopping in town. We climbed in- 
to our yellow, four-door sedan. I 
turned the key. Nothing hap- 
pened. The battery was dead. I 
immediately went to the hotel 
clerk, knowing he spoke English. 
(My Spanish vocabulary consisted 
of about six words.) I asked him 
if the hotel deliveryman could 
push me with his truck. I also in- 
quired if a Mexican boy could go 
along with me to explain my needs 
to a garage repairman. 

"All our boys are busy right 
now," the clerk said. 

And this was where a long chain 
of happy, sometimes exciting, ex- 
periences in Mexico began. I sud- 
denly realized that by asking for 
a Mexican boy to go along I was 
seeking a crutch — someone to 
lean on. 

Now I was on my own, in a 
strange country. I waved to a 
Mexican couple backing out of the 
hotel parking area. They gave 
my car a push, the motor started, 
and I was soon wandering through 
Mazatlan looking for a repair gar- 
age and hoping the motor would 
not die. 

In the suburbs, a large garage 
was found. The repairs completed, 
I asked the price. "A thousand pe- 
sos (about $80)," the crew-cut 
receptionist^ twinkled. Then he 
spoke his price: "Ten pesos." 

On our own, one after another, 

(For Course 13, lesson of November 24, 
"Responsibility," and of general interest.) 
^Fernando Dimayuga Parra. 

we met kindly Mexican people. 
Often no words were understood. 
But we felt the closeness and 
warmness oft heir hearts. 

There was a 16-year-old Mex- 
ican boy we met on the out- 
skirts of cobbled, palmy San Bias, 
some thirty miles off the coast 
highway and centuries ago a Span- 
ish port city. The boy wore a but- 
tonless, white jacket with faded 
red stripes. His black hair was as 
long on the sides as on top. He 
was short, rather muscular. His 
big, brown eyes were quick. He 
spoke excellent English and knew 
a little German, too. 

In a dugout boat hewn from 
mountain mahogany, he took us 
on a three-hour tour through a 
tropical jungle. We saw Mexican 
men, two to a small dugout, fish- 
ing with long spears or prongs on 
poles about ten feet long. "They 
are after red snapper, catfish, 
snook, or mullet," the boy said. 
"They fish with a submerged de- 
coy — a wooden fish about three 
feet long with back painted brown 
and belly, white, with marbles for 
eyes and pieces of rubber for fins. 
Those fishermen will spear as 
much as 50 pounds of fish a day." 

The boy, Armando Santiago, 
pointed through the dense man- 
grove thickets bordering the 
stream to mounds, about two feet 
high, of what looked like dark- 
brown sawdust — on the tree 
boughs. "They are colonies of ter- 
mites," he explained. "Parrots lay 
their eggs in those mounds. When 
the young arrive, their food is 
nearby — termites." 

Armando took us into the trop- 
ical growth to a mountain pool. 

Second Class Postage Paid 
at Solt Lake City, Utah 

fed by a gushing spring. We swam 
in the cool, bracing water. Deep 
in the tropics, a Mexican woman 
sold us delicious bananas from her 
grove for only pennies a bimch. 
An elderly Mexican farmer 
trimmed with his machete pine- 
apples fresh from his field, sliced 
them and served us their golden, 
mouth-melting goodness. 

We mingled and traded with 
Mexicans in the market places. 
Fears of a foreign land melted with 
their warmth. 

Perhaps a brief sojourn through 
Mexico is like life generally. It is 
richer, more strengthening, and 
happier when we throw away our 
crutches and our fears, and go it 

Jesus as Jehovah of the Old 
Testament repeatedly told His 
people: ". . . Fear not. . . ."^ He 
spoke those words to Abraham. To 
Isaac at Beersheba He repeated: 
". . . fear not, for I am with thee, 
. . ."^ To Jacob, after he had 
learned his son Joseph was alive, 
the Lord said: ". . . fear not to go 
down into Egypt; . , ."* 

Jesus, in sending forth His 
Twelve into new lands, counseled 
them: ". . . fear not. . . ."** 

Our Mexican trip really took on 
a glow in that hotel parking lot 
when I was forced to throw away 
my crutches and "fear not." 

— Wendell J. Ashton. 

^Genesis 15:1. 
^Genesis 26:24. 
^Genesis 46:3. 
^Matthew 10:28. 
Library File Reference: Courage.